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HEATHS 
PEDAGOGICAL  4 


LIBRARY 


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>J.Van  Liew 


f^eart}'s  iPetiagogtcal  ILftirar^— 35  -,  ;•;; 


ORGANIC  EDUCATION 


A   MANUAL 

FOR    TEACHERS  IN  PRIMARY  AND 
GRAMMAR   GRADES 


BY 

HARRIET   M.    SCOTT 

PRINCIPAL   OF  THE   DETROIT   NORMAL   TRAINING  SCHOOL 
ASSISTED    BY 

GERTRUDE  BUCK,  Ph.D. 

INSTRUCTOR    IN    ENGLISH    IN    VA8SAR    COLLEGE 


3>»4C 


BOSTON,   U.S.A. 

D.   C.   HEATH   &   CO.,  PUBLISHERS 

1899 


0 


V 


9  Cr^^ 


Copyright,  1897  and  li 
By  H.   M.    SCOTT. 


EDUCAT^O'^'l  IM 


BLEOTHOTTPED   BY  J.    8.   GUSHING   &   CO.,    NORWOOD,    MASS. 

illtmpton  ^rjsa 

H.  M.  PLIMPTON  4  CO.,  PRINTERS  &  BINDERS, 
NORWOOD,  MASS.,  U.S.A. 


PREFACE. 

The  main  purpose  of  this  book  is  very  simple.  It 
is  to  make  a  plain,  straightforward  report  of  a  plan 
of  work  that  has  been  in  operation  experimentally  for 
some  years  in  one  of  the  regular  ward  school  buildings 
of  a  large  city.  But  in  presenting  the  report  it  has 
been  deemed  necessary  to  give  the  underlying  princi- 
ples or  philosophy  of  the  plan.  This  philosophical 
interpretation  constitutes  Part  I.  Theory  thus  seems 
to  come  before  practice,  but  such  is  not  really  the  case. 
Part  I  presents  not  the  starting-point  of  the  work,  — 
for  that,  as  will  be  explained,  was  purely  practical,  — 
but  the  meaning  of  the  work  after  it  had  been  carried 
far  enough  for  its  meaning  to  become  explicit.  In 
Part  II  will  be  found  a  detailed  statement  of  the 
methods  actually  pursued  and  of  the  materials  actually 
employed.  It  is  hoped  that  both  parts  of  the  work 
will  be  of  interest  and  profit  to  teachers  in  other 
schools. 

Grateful  acknowledgment  for  assistance  in  the  prep- 
aration of  this  book  is  made  to  the  teachers  in  the 
Detroit  Normal  Training  School,  whose  unflagging 
loyalty  and  enthusiasm  have  alone  made  it  possible 
to  carry  on  the  work  outlined  in  the  following  pages. 

Detroit,  Michigan, 
June,  1899. 

54  i  2*48 


Digitized  by  the  Internet  Archive 

in  2008  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/educationOOorganicscotrich 


CONTENTS. 
PART  I. 

THE   THEORY  OF  ORGANIZATION. 
CHAPTER  I. 

PAGE 

The  Genesis  of  the  System 3 

CHAPTER  11. 
Fundamental  Principles 12 

CHAPTER  III. 
The  Organic  CiuTiculuni 18 

CHAPTER  IV. 
The  Sequence-method 31 

CHAPTER  V. 

Special  Applications  of  the  Sequence- method  ...      43 

CHAPTER  VI. 
The  Formal  Steps 52 

V 


VI 


CONTENTS, 


PART   II. 

OUTLINES  OF  THE  PRACTICAL    WORK. 

CHAPTER   VII. 

PAGE 

Introduction  to  the  Outlines 59 

CHAPTER  VIII. 

The  Work  of  the  Grades  in  Outline 68 

Hiawatha,  the  Indian  Boy  —  Grade  B  1 

68 

A.    Analysis  of  Character 

68 

B.   Ethical  Aims 

70 

C.   Material        .... 

70 

Kablu,  the  Aryan  Boy  —  Grade  A  1 

96 

A.   Analysis  of  Character  . 

96 

B.   Ethical  Aims 

96 

C.   Material        .... 

.      97 

Darius,  the  Persian  Boy — Grade  A  1 

117 

A.   Analysis  of  Character 

.     117 

B.   Ethical  Aims 

117 

C.   Material        .... 

117 

Cleon,  the  Greek  Boy  —  Grade  B  2  . 

134 

A.   Analysis  of  Character  . 

134 

B.   Ethical  Aims 

135 

Horatius,  the  Roman  Boy  —  Grade  A  2 

160 

A.   Analysis  of  Character  . 

160 

B.   Ethical  Ideals 

161 

C.   Material        .... 

162 

Wulf,  the  Saxon  Boy  —  Grade  B  3  . 

184 

Analysis  of  Character  . 

184 

Ethical  Aims. 

185 

C.   Ideal  embodied  in  Literature 

185 

CONTENTS.  vii 


PAOB 


Gilbert,  the  French  Boy  —  Grade  B  3       ....  201 

A.  Analysis  of  Character 201 

B.  Ethical  Aims 202 

C.  Material 202 

Columbus  —  Grade  A3 215 

A.  Analysis  of  Character 215 

B.  Ethical  Aims 216 

C.  Material 217 

Raleigh 228 

A.  Analysis  of  Character 228 

B.  Ethical  Aims 228 

C.  Material 229 

The  Puritans  —  Grade  B  4 233 

A.  Analysis  of  Character 233 

B.  Ethical  Aims 233 

C.  General  Statement  of  Material     ....  234 
The  Development  of  the  Xation 243 

Grade  A  4 243 

A.  Analysis  of  Character 243 

B.  Ethical  Aims 243 

C.  General  Statement  of  Material     ....  243 
Grade  B  5 050 

A.  General  Statement  of  Aim  and  Material     .         .  250 

B.  Ethical  Aims 251 

Grade  A  5 261 

A.  Analysis  of  Character 261 

B.  Ethical  Aims 261 

C.  General  Statement  of  Material     ....  261 
Grade  B  6 070 

A.  Analysis  of  Character 272 

B.  Ethical  Aims         .......  272 


viii  CONTENTS, 

PAGE 

C.   General  Statement  of  Material     ....  272 

Grade  A  6 280 

A.  Analysis  of  Character 280 

B.  Ethical  Aims 281 

C.  General  Statement  of  Material     ....  281 
Grade  B  7 286 

A.  Analysis  of  Character 286 

B.  Ethical  Aims 286 

C.  Material 287 

Grade  A  7 293 

A.  Analysis  of  Character  ....         =         .  293 

B.  Ethical  Aims 293 

C.  Material 294 

Grade  B  8 302 

A.  Analysis  of  Character 302 

B.  Ethical  Aims 303 

C.  General  Statement  of  Material     ....  303 
Grade  A  8 308 

A.  Analysis  of  Character 308 

B.  Ethical  Aims 308 

C.  General  Statement  of  Material     .         .         .         .309 

Appendix  A 320 

Appendix  B 338 

Appendix  C 343 


PART   I. 

THE   THEORY   OF   ORGANIZATION. 


Education  is  not  a  preparation  for  life  :  it  is  life."  — John  Dewey. 


ORaAOTC    EDUCATION. 

CHAPTER   I. 

THE   GENESIS   OF  THE   SYSTEM. 

The  plan  outlined  in  tins  book  consists  in  general 
of  the  use  of  certain  tj[)ical  periods  of  civilization  as 
material  for  the  work  of  the  various  grades.  These 
periods  have  been  chosen  as  satisfying  the  natural  in- 
stincts and  interests  of  children  at  certain  stages  in 
their  development,  and  seem  to  be  consecutive  in  the 
lives  of  most  children,  as  well  as  in  the  history  of  civili- 
zation.    The  periods  used  are  the  following:  — 

The  Nomadic  Period,  represented  by  the  North  American  Indian. 
The  Pastoral  and  Agricultural  Periods,  represented  by  the  Early 
Aryan  and  the  Persian. 
The  Greek  Period. 
The  Roman  Period. 
The  Germanic  Period. 
The  Period  of  Feudalism  and  Chivalry. 
The  Renaissance  Period. 
The  Puritan  Period. 

The  study  of  the  Puritans  in  America  is  followed  by 
a  study  of  American  national  development,  in  lines  of 
political,  industrial,  and  social  progress,  and  then  by  a 


4  ORGANIC  EDUCATION. 

similar,  though  less  detailed,  survey  of  the  civilization 
of  the  other  grand  continental  divisions  of  the  world, 
and  later  of  the  world  as  a  whole ;  this  last  general 
view  of  the  progress  of  civilization  in  all  lines  forming 
the  basis  for  a  study  of  sociology  in  the  seventh  and 
eighth  grades,  with  especial  reference  to  the  family  and 
the  state,  as  social  institutions.^ 

The  foregoing  rough  sketch  must  inevitably  have 
suggested  to  the  well-informed  reader  the  "culture- 
epoch  "  schools  of  Germany  and  America.  With  these, 
indeed,  the  plan  outlined  in  this  book  has  its  closest 
affinities,  differing  from  them,  notwithstanding,  in  some 
very  striking  and  fundamental  particulars.  So  essential 
is  a  right  understanding  of  these  identities  and  differ- 
ences, that  it  may  be  permitted  to  turn  aside  for  a  mo- 
ment from  the  straight  course  to  discuss  the  present 
status  of  the  culture-epoch  theor}^,  and  its  relations  to 
the  ideas  to  be  presented  in  the  following  pages. 

It  must,  at  the  outset,  be  admitted  that  the  concep- 
tion of  child-development  as  being  a  repetition  in  little 
of  the  history  of  civilization  belongs  to  the  class  of 
poetic  fancies  rather  than  to  that  of  scientific  facts.  It 
has  been  a  theory  of  the  idealists  in  literature,  philoso- 
phy, and  pedagogy.  Goethe  expressed  it  in  the  well- 
known  passage  from  Wilhehn  Meister :  — 

"  To  act  upon  the  world  outside  of  us,  and  to  cooperate  with  our 
fellow-men,  is  the  end  and  aim  of  all  education.  Each  shares  in 
the  accumulated  results  of  the  activity  of  the  world.  Each  lives 
his  own  life,  but  at  the  same  time  lives  the  life  of  the  race,  sharing 
the  experience  of  all  vicariously." 

1  More  detailed  statements  of  the  work  done  under  these  general 
heads  will  be  found  in  Part  II. 


THE  GENESIS   OF  THE  SYSTEM.  5 

Schiller  assumed  it  as  a  working  hypothesis  when  he 
said :  — 

"  There  are  for  the  individual,  as  for  the  entire  race,  the  three 
following  successive  stages  of  development  —  the  physical,  the 
aesthetic,  and  the  moral." 

Kant  asked  the  question  :  — 

"May  it  not  be  possible  that  the  education  of  the  individual 
should  imitate  the  development  of  mankind  in  general,  through 
their  various  generations?" 

And  the  greatest  of  his  successors,  Hegel,  answered 
the  question  in  the  affirmative  :  — 

"  The  culture  of  the  race  must  be  absorbed  by  the  individual ;  i.e. 
the  individual  must  traverse  the  stages  of  development  traversed 
by  the  universal  spirit.  In  every  child  there  is  the  potentiality  of 
becoming  one  with  the  universal  nriind.  To  develop  this  potentiality 
is  the  province  of  education." 

The  same  idea  was  more  formally  stated  by  Comte  :  — 

"  Individual  education  can  be  adequately  estimated  only  accord- 
ing to  its  necessary  conformity  with  the  collective  evolution  of  the 
race." 

Among  the  writers  on  the  theory  of  education,  Pes- 
talozzi  appears  to  have  been  the  earliest  to  enunciate 
this  view :  — 

"  Every  child  has  the  right  to  the  judicious  development  of  his 
faculties.  Education  should  concern  itself  not  merely  with  what 
it  is  to  impart,  but  should  consider  first  the  development  of  those 
faculties  the  child  already  possesses.  This  method  is  based  on  the 
principle  that  the  individual  shall  be  brought  to  knowledge  by  a 
road  similar  to  that  used  by  the  race  as  a  whole.  Actual  counting 
preceded  the  first  arithmetic,  and  actual  measurement  of  land  the 
first  Euclid." 


6  ORGANIC  EDUCATION. 

But  it  was  soon  taken  up  by  a  more  systematic  rea- 
soner.  "  The  same  idea,"  says  Rein,  in  his  Handbook  of 
Pedagogy, 

"  was  pursued  by  Herbart,  the  real  successor  of  Pestalozzi.  In  his 
letters  and  reports  to  von  Steiger,  in  Berne,  1797-1800,  we  find  the 
essays  called,  Ideas  toward  a  Pedagogical  Curricidum  for  Higher 
Studies,  and  the  highly  suggestive  essay.  On  the  ^Esthetic  Represen- 
tation of  the  World  as  the  Chief  Concern  of  Education.  From  these, 
we  deduce  the  definite  elements  for  his  curriculum,  which  was  to  be 
a  development  of  Pestalozzi's  idea  as  applied  to  the  Gymnasium. 
It  is  in  short  this,  —  the  development  of  culture  is  to  be  presented 
in  an  ascending  scale  to  the  growing  pupil,  as  an  ascent  from  the 
ancient  to  the  modern ;  from  the  Greeks  to  the  Romans,  thence  to 
the  Middle  Ages  and  modern  times.  He  intends  that  this  his- 
torical course  shall  be  applied  only  to  the  historico-humanistic 
studies  which  develop  the  sympathy,  not  to  the  scientific  studies 
which  train  the  intellect. 

"  Among  the  pupils  of  Herbart  the  question  of  curriculum  was 
farther  worked  out  by  Dissen,  Thiersch,  Kohlrausch,  Brzoska,  and 
above  all  by  Ziller.  Ziller  followed  Herbart  in  the  following  fun- 
damental ideas  :  1.  For  the  child  the  growth  of  human  culture  is 
of  the  highest  interest,  in  so  far  as  it  is  presented  and  received  in 
the  light  of  moral  judgment.  That  is,  in  the  light  of  the  evolution 
or  ascent  from  the  ancient  to  the  modern.  2.  Classic  representa- 
tions that  are  intelligible  to  the  child  should  be  made  the  basis  for 
study.  3.  Only  great  and  connected  materials  or  subjects  arouse 
the  sympathy  with  sufficient  intensity  to  be  used  in  the  moulding 
of  character.  '  True  moral  energy  is  the  result  of  great  scenes  and 
thoughts,  presented  not  in  fragments  but  as  a  unified  whole.'  (Her- 
bart.) 4.  The  stages  of  the  development  of  the  youthful  mind  are 
to  be  carefully  considered.  The  child  must  be  given  congenial 
and  appropriate  subjects  from  the  history  of  culture." 

Froebel  must  also  be  reckoned  among  those  who 
make  this  assumption,  as  wiH  be  seen  from  the  following 
passage  :  — 


THE  GENESIS   OF  THE  SYSTEM.  7 

"  I  am  always  struck  by  the  fact  that  in  every  part  of  organic 
nature,  life  and  growth  appear  to  be  progressive  development  from 
lower  to  higher,  that  this  development  follows  the  same  general 
law  of  development  which  the  class  as  a  whole  had  gone  through. 
In  dealing  with  a  child,  therefore,  one  must  seek  to  develop  the 
inborn  original  capacities  by  a  regularly  connected  progress,  taking 
for  our  guide  the  progress  and  development  of  the  race  as  a  whole. 
Education  should  lead  man  to  develop  his  essence,  his  individual- 
ity, to  be  himself.'' 

In  recent  years  the  biological  analogy  has  gone  far  to 
strengthen  this  conception,  adding  to  the  names  above 
cited  those  of  Huxley  and  Spencer.  The  latter  in  his 
treatise  on  Uducation  develops  the  doctrine  of  Comte  as 
follows :  — 

"The  education  of  the  child  must  accord  both  in  mode  and 
arrangement  with  the  education  of  mankind  as  considered  histori- 
cally ;  or  in  other  words,  the  genesis  of  knowledge  in  the  individual 
must  folloiv  the  same  course  as  the  genesis  of  knowledge  in  the  race. 
To  M.  Comte  we  believe  society  owes  the  enunciation  of  this  doc- 
trine— a  doctrine  which  we  may  accept  without  committing  our- 
selves to  his  theory  of  the  genesis  of  knowledge,  either  in  its  causes 
or  its  order.  In  support  of  this  doctrine  two  reasons  may  bo 
assigned,  either  of  them  sufficient  to  establish  it.  One  is  deducible 
from  the  laws  of  hereditary  transmission  as  considered  in  its  wider 
consequences.  For  if  it  be  true  that  men  exhibit  likeness  to  ances- 
try both  in  aspect  and  character  —  if  it  be  true  that  certain  mental 
manifestations,  as  insanity,  will  occur  in  successive  members  of  the 
same  family  at  the  same  age  —  if,  passing  from  individual  cases  in 
which  the  traits  of  many  dead  ancestors  mixing  with  those  of  a  few 
living  ones  greatly  obscure  the  law  we  turn  to  national  types,  and 
remark  how  the  contrasts  between  them  are  persistent  from  age  to 
age  —  if  we  remember  that  these  respective  types  came  from  a 
common  stock,  and  that  hence  the  present  marked  differences 
between  them  must  have  arisen  from  the  action  of  modifying  cir- 
cumstances upon  successive  generations  who  severally  transmitted 
the  accumulated  effects  to  their  descendants  —  if  we  find  the  differ- 


8  ORGANIC  EDUCATION. 

ences  to  be  now  organic,  so  that  the  French  child  grows  up  to  be  a 
French  man  even  when  brought  up  among  strangers,  and  if  the 
general  fact  thus  illustrated  is  true  of  the  whole  nature,  intellect 
inclusive ;  then  it  follows  that  if  there  be  an  order  in  which  the 
human  race  has  mastered  its  various  kinds  of  knowledge,  there 
will  arise  in  every  child  an  aptitude  to  acquire  these  kinds  of 
knowledge  in  the  same  order.  So  that  even  were  the  order  intrinsi- 
cally indifferent,  it  would  facilitate  education  to  lead  the  individual 
mind  through  the  steps  traversed  by  the  general  mind.  But  the 
order  is  not  intrinsically  indifferent ;  and  hence  the  fundamental 
reason  lohy  education  should  he  a  repetition  of  civilization  in  little. 
It  is  alike  provable  that  the  historical  sequence  was,  in  its  main 
lines,  a  necessary  one  ;  and  that  the  causes  which  determined  it  apply 
to  the  child  as  to  the  race.  Not  to  specify  these  causes  in  detail,  it 
will  suffice  here  to  point  out  that  as  the  mind  of  humanity  placed 
in  the  midst  of  phenomena  and  striving  to  comprehend  them,  has, 
after  endless  comparisons,  speculations,  experiments,  and  theories, 
reached  its  present  knowledge  of  each  subject  by  a  specific  route ; 
it  may  rationally  be  inferred  that  the  relationship  between  mind 
and  phenomena  is  such  as  to  prevent  this  knowledge  from  being 
reached  by  any  other  route ;  and  that  as  each  child's  mind  stands  in 
this  same  relationship  to  phenomena,  they  can  he  accessihle  to  it  only 
through  the  same  route.  Hence  in  deciding  upon  the  right  method 
of  education,  an  inquiry  into  the  method  of  civilization  will  help 
to  guide  us." 

Notwithstanding,  however,  the  confidence  with  which 
the  doctrine  is  presented,  it  is  to  be  noted  that  in  all 
this  distinguished  company  of  believers,  not  one  has 
vouchsafed  more  than  intuitive,  or,  at  most,  analogical 
reasons  for  the  faith  that  was  in  him. 

The  essentially  poetic  character  of  the  theory  is  not, 
however,  by  any  means  conclusive  against  its  validity, 
but  rather  may  be  held  to  establish  a  presupposition  in 
its  favor,  since  every  demonstrated  scientific  certainty 
has  at  some  time  passed  through  this  mythical  or  poetic 


THE  GENESIS   OF  THE  SYSTEM.  9 

stage,  on  its  way  to  the  prosaic  land  of  fact.  As  the 
"music  of  the  spheres"  was  a  conception  necessarily 
antecedent  to  that  of  gravitation,  and  the  "  resurrection 
of  the  body  "  to  that  of  the  conservation  of  matter  and 
energy,  so  it  may  be  that  the  culture-epoch  theory  is 
the  embryo  of  a  scientific  truth. 

Its  opponents,  however,  do  well  to  insist  that  it  is 
at  this  stage  only  an  embryo,  and  a  hypothetical  one  at 
that.  Our  German  friends,  Drs.  Ziller  and  Rein,  with 
their  numerous  and  estimable  constituency,  have  seemed 
to  stra}^  at  this  point,  assuming  the  theory  as  demon- 
strated, and  thereupon  building  their  systems.^  This 
position  is  undoubtedly  open  to  severe  criticism  from 
the  philosophical  standpoint.  It  is  a  virtual  begging  of 
the  whole  question  at  issue. 

But  that  the  problem  is  capable  of  solution,  and  even 
that  it  will  be  resolved  at  some  time  not  far  distant, 
seems  to  be  indicated  by  the  prodigious  interest  in 
child-study  which  is  now  sweeping  the  world.  This  is 
the  direction  from  which,  if  at  all,  comes  our  help. 
And  it  is  as  a  contribution  toward  the  solution  of  the 
problem  on  the  practical  side  of  child-study  that  the 
present  work  has  been  undertaken. 

The  point  will  bear  further  emphasis  that  the  plan 
here  presented  is,  so  far,  only  a  practical  expedient  for 
meeting  certain  observed  conditions  of  child-life,  its 
success  or  failure  in  meeting  these  conditions  consti- 
tuting the  data  for  the  theoretical  conclusions  drawn. 
Otherwise  stated  the  genesis  of  the  plan  has  been  purely 
practical,  the  theory  being  an  afterthought.     The  sys- 

1  See  Rein,  Outlines  of  Pedagogics,  pp.  120,  121. 


s 


10  ORGANIC  EDUCATION. 

tematic  study  of  individual  child-life  upon  which  the 
system  is  based,  was  undertaken,  not  at  all  for  any 
speculative  purpose,  but  merely  in  order  that  the  normal 
instincts  and  interests  of  each  child  might  be  properly 
fed  by  the  material  and  methods  used  in  the  school. 
Various  experiments  were  made  to  this  end,  and  when 
the  material  which  seemed  best  adapted  to  the  mental 
development  of  each  grade  was  supplied  to  it,  this 
material  was  found,  taken  as  a  whole,  to  exemplify  the 
underlying  idea  of  the  culture-epoch  theory.  That  is, 
■  specifically  the  fiindamental  instincts  of  the  majority  of 
the  first-grade  children  upon  entering  a  particular  school 
were  found  to  be  a  restless  curiosity,  a  naive  soi-t  of 
/  imaginativeness,  and  tendencies  toward  contrivance  of 
7a  crude  order;  in  short,  such  instincts  as  characterize 
the  Nomadic  Period  in  civilization.  Stories  about  Hia- 
watha suggested  themselves  as  answering  the  interest 
of  these  children,  and  were  successfully  used.  In  the 
second  grade^  the  Greek  myths  were  found  to  appeal 
most  strongly  to  the  pupils,  as  embodying  their  own 
instinctive  attitude  toward  life;  and  after  a  while  in 
another  grade  stories  of  chivalry  were  demanded  by  the 
children  in  response  to  the  dawnings  of  chivalric  impulse 
only  half  recognized  by  themselves.  From  such  sug- 
gestions on  the  part  of  the  children  the  entire  system 
has  little  by  little  arisen,  without  any  idea  at  the  outset 
of  its  being  a  ''  system  "  at  all.  Every  expansion,  retrac- 
tion, or  modification  of  the  work  has  been  made  at  the 
initiative  of  the  children,  and  the  coherence,  if  the 
system  may  claim  any,  is  the  coherence  of  the  naturally 
developing  organism,  rather  than  that  of  the  artificial 
structure.     It  was,  indeed,  in  the  earlier  stages  of  the 


THE   GENESIS   OF   THE   SYSTEM.  11 

work,  almost  invariably  true  that  the  significance  of  an 
expansion  or  modification  of  the  plan  in  detail  would 
be  evident  to  the  teacher  or  principal  only  after  it  had 
been  found  necessary  from  the  standpoint  of  the  children, 
and  thus  adopted.  For  instance,  the  Indian  and  the 
Greek  stories  had  expanded  into  a  large  view  of  the  Indian 
and  the  Greek  civilizations  in  response  to  the  demands 
of  the  children  for  more  and  more  details  in  connection 
with  these  stories,  before  it  became  quite  apparent  that 
this  meant,  in  each  case,  a  "  culture-epoch  "  study.  But 
even  then  the  point  was  not  assumed,  but  tested  steadily, 
and  is  still  being  tested  in  the  school,  without  any  idea 
that  the  "  culture-epoch  "  theory  has  been  thereby  estab- 
lished, and,  it  must  be  confessed,  with  far  less  desire  to 
see  it  established  than  to  devise  more  and  more  efficient 
means  for  widening  and  enriching  the  dawning  interests 
of  the  child. 


CHAPTER   II. 

FUNDAMENTAL    PRINCIPLES. 

When  the  plan  had  unfokled  itself  sufficiently  to 
manifest  its  family  likeness  to  the  "  culture-epoch  '* 
system,  it  also  disclosed  some  very  striking  divergen- 
cies from  that  system  as  applied  by  Ziller  and  his 
followers  in  the  German  school.^  In  the  first  place, 
the  "  culture  epochs  "  used  in  the  foreign  schools  con- 
fine themselves  largely  to  German  and  biblical  history, 
whereas  any  American  system  must  of  necessity  accom- 
modate itself  to  the  breadth  of  our  national  inheritances, 
and  to  the  non-sectarian  principles  of  our  schools.    Con- 

1  A  specimen  of  a  school  programme  devised  for  the  German  com- 
mon schools  will  be  helpful  in  appreciating  this  important  distinction. 
The  following  is  by  Ziller  :  — 

First  School  Year :  Folklore  Stories,  from  Grimm. 

Second  School  Tear:  Robinson  Crusoe,  by  Defoe. 

Third  School  Year:  History  of  the  Patriarchs;  Heroic  Age  of  Ger- 
many, and  Thuringian  Nibelungen  Myths. 

Fourth  School  Year :  Heroic  Times  of  the  Hebrews  ;  Moses  and 
the  Judges  ;  History  of  the  German  Kings. 

Fifth  School  Year:  The  Davidic  Kingdom,  and  the  History  of 
Germany  from  Barbarossa  to  Rudolph  von  Hapsburg. 

Sixth  School  Year :  The  life  of  Jesus,  and  the  Prophets  ;  History 
of  the  Reformation,  and  Frederick  the  Great. 

Seventh  School  Year :  History  of  the  Apostles  ;  Secular  History  of 
Antiquity. 

Eighth  School  Year :  Final  Repetition  or  Review  of  the  Catechism  ; 
History  of  the  War  for  Freedom. 

12 


FUNDAMENTAL  PRINCIPLES.  13 

sequently  the  periods  of  development  here  used  have 
been  representative  phases  or  stages  in  world-civiliza- 
tion, rather  than  epochs  in  the  history  of  one  or  two 
chosen  peoples  ;  and  the  ethical  element  has  become, 
from  an  extraneous  addition,  the  core  and  essential 
spirit  of  the  whole. 

Part  II,  containing  the  Outlines  for  the  work  actu- 
ally to  be  done  in  the  school,  will  serve  to  indicate 
somewhat  in  detail  the  periods  of  development  chosen, 
and  the  considerations  which  have  led  to  their  use  in 
the  grades  to  which  they  are  assigned.  These  con- 
siderations are  in  general,  as  has  been  emphasized 
throughout,  the  normal  instincts  and  interests  of  the 
children  of  the  grade  in  question.  It  is  perhaps  suffi- 
ciently evident  from  this  fact  how  elastic  is  conceived  to 
be  the  "  correspondence  "  between  the  period  of  devel- 
opment in  the  child  and  the  "culture  epoch"  chosen: 
and  how  subservient  any  idea  of  such  a  correspondence 
must  be  held  to  the  actual  facts  of  individual  child-life 
as  observed  and  interpreted  by  the  teacher. 

The  second  great  divergence  of  the  plan  here  pro- 
posed from  the  German  system  is  found  in  the  essential 
differences  between  the  organization  and  the  concentra- 
tion methods  of  using  the  material  provided.  The  Ger- 
man schools  carry  on  simultaneously  several  distinct  lines 
of  work ;  for  instance,  German  and  biblical  history,  na- 
ture study,  drawing,  language,  aiithmetic  or  number, 
estaBlishing  between  them,  in  the  teaching,  some  con- 
nection, either  artificial  or  natural,  for  the  sake  of  unity. 
The  present  method,  on  the  other  hand,  starting  from  a 
certain  period  of  race  development,  successively  differ- 
entiates this  period    into    all   its  various    interrelated 


14  ORGANIC  EDUCATION. 

activities,  industrial,  artistic,  scientific,  mathematical, 
political,  social,  religious,  and  then,  by  comparison  with 
other  periods,  unifies  it  again  into  what  seems  to  be  its 
fundamental  idea  or  central  principle,  which  as  such 
has  always  an  ethical  bearing.  And  these  unified  ac- 
tivities constitute,  with  their  respective  details,  the 
subject-matter  for  the  grade.  The  various  branches  of 
study  are  not  correlated  or  coordinated  or  concentrated 
by  artificial  means,  but  all  have  sprung  immediately  from 
the  same  trunk.  The  work  of  unification  has  been  done 
before  ever  the  teacher  laid  hand  upon  ft.  Her  func- 
tion is  only  to  disclose  the  natural  and  organic  unity 
preexisting  in  the  material. 

Every  period  studied  may  be  said  to  branch  into  three 
great  trunks,  —  nature,  institutions,  and  art.  "  Nature  " 
means  both  the  physical  conditions  (recognized  and 
used)  of  the  period,  and  the  current  scientific  concep- 
tion ;  "institutions,"  the  industrial,  social,  political,  and 
religious  features  of  the  age  ;  "  art,"  the  inventions,  me- 
chanical devices,  architecture,  sculpture,  painting,  litera- 
ture, and  music.  This  constitutes  the  material,  which 
is  treated  in  three  ways :  (1)  by  comparing  it  in  detail 
with  the  corresponding  features  of  other  civilizations, 
and  in  particular  with  those  of  our  own  age ;  (2)  by 
measuring  and  calculating  various  details  by  means  of 
standards  both  of  that  time  and  of  our  own ;  (3)  by 
expressing  in  various  forms  the  different  ways  in  which 
the  civilization  of  the  period  manifested  itself,  as  well 
as  some  of  the  corresponding  ways  in  which  our  own 
civilization  is  embodied. 

These  different  aspects  of  the  material  and  the  ways 
in  which  it  is  to  be  handled  are  discussed  at  length  in 


FUNDAMENTAL   PRINCIPLES.  15 

the  introduction  to  the  Outlines,  Part  II ;  but  perhaps 
enough  has  been  said  here  to  indicate  the  purpose  of 
using  the  material  at  all.  To  some  practical  teachers  it 
may  not  have  seemed  a  sufficient  answer  to  say,  as  was 
said  in  the  last  chapter,  that  the  child  is  "  interested  " 
in  the  material.  Why  not  interest  the  child  in  material 
that  may  be  more  directly  useful  to  him  ?  Of  course 
the  crucial  point  here  is  the  conception  of  "  useful." 
What  is  useful  to  an  individual,  at  any  period  in  his 
development  ?  There  will  hardly,  at  this,  stage  in  edu- 
cational scieiTce,  be  any  controversy  over  the  answer : 
Whatever  furthers  his  harmonious  interaction  with  the 
social  organism  of  which  he  is  a  member.  And  this 
harmonious  interaction  presupposes  a  knowledge  of  the 
social  structure  of  the  present  such  as  may  indeed  be 
imperfectly  gained  by  mere  contact  with  the  organism 
as  it  is  to-day,  but  which  is  obtained  far  earlier,  more 
economically,  and  more  successfully  by  a  careful  ad- 
justment of  this  contact  to  the  child's  capacities  for 
interpreting  it.  This  complex,  multifarious,  highly 
differentiated  social  organism  is  of  necessity  incompre- 
hensible to  the  comparative!}"  simple,  homogeneous, 
half-awakened  mind  of  the  child.  Some  of  its  ear- 
lier, less  complicated  stages,  however,  he  seems  eager 
to  grasp  and  assimilate  —  a  new  interest  and  a  greater 
power  of  assimilation  resulting  from  his  mastery  of  the 
primitive  phase.  By  continual  comparison  of  each 
feature  of  the  simpler  structure,  with  the  correspondent 
features  of  our  modern  society,  he  comes  little  by  little 
to  comprehend  the  latter,  and  that  in  a  mucli  more 
thoroughgoing  sense,  than  can  the  average  man  who 
lias  no  idea  of  how  the  present  order  of  things  has  come 


16  ORGANIC  EDUCATION. 

to  be.  This,  then,  is  the  whole  object  of  the  study  of 
the  past,  —  to  know  the  present.  It  is  a  clear  case  of 
the  longest  way  round  as  the  shortest  way  home.  The 
spontaneous  interests  of  the  child  have  simply  given  us 
a  clew  which  we  may  follow  with  him  into  the  heart  of 
the  labyrinth  of  modern  society.  Or,  to  change  the 
figure,  we  have  simply  by  this  method  built  a  bridge 
for  him  from  his  present  interests  to  his  future  inter- 
ests. Of  what  material  the  bridge  chances  to  be  made 
is  really  a  minor  question,  so  long  as  it  be  capable  of 
carrying  the  child  on  his  way,  from  interest  to  interest. 
This  antithesis  must  not,  however,  induce  us  to  forget 
that  the  two  sets  of  interests  are,  after  all,  the  same,  one 
being  only  the  broadening  and  deepening  of  the  other. 
Keeping  close  to  literal  fact,  it  may  be  said  that  this 
method  is  the  progressive  organization  of  the  child's 
interests.  And  this  means  nothing  less  than  life  itself. 
Education  is  the  widest  and  deepest  living  possible  at 
any  given  moment.  Or  it  is  the  most  highly  developed 
interrelation  of  life  —  on  the  one  hand  the  life  of  the 
individual,  on  the  other  that  of  the  social  organism. 
And  the  relations  of  organism  to  individual  are,  from 
the  standpoint  of  the  individual,  his  interests,  physical, 
economic,  social,  artistic,  religious.  Hence  it  is  plain 
why  education,  which  is,  in  the  universe-sense,  life 
itself,  may  be,  from  the  practical  side,  defined  as  the 
progressive  organization  of  individual  interests.  If  such 
definition  be  accepted,  it  becomes  evident  at  once  why 
it  is  impossible  to  determine  what  is  useful  for  the  child 
to  learn,  except  as  his  interests  shall  first  point  toward 
it.  They  are  the  unfailing  indicators  of  the  path  to  be 
pursued.     We  speak  unthinkingly  of  "  creating  an  in- 


FUNDAMENTAL  PRINCIPLES.  17 

terest "  in  a  certain  subject ;  but  none  of  us  ever  does 
it.  None  of  us  ever  can  do  it.  The  most  we  can  do  is 
to  expand  or  enrich  an  already  existent  interest.  And 
the  education  of  to-day  cheerfully  makes  Hobson's 
choice  in  full  recognition  of  the  fact  that  the  following 
of  nature  enriches  both  teacher  and  pupil  an  hundred 
fold  more  even  than  the  denial  of  nature  has  heretofore 
impoverished  them.^ 

1  See  Appendix  B. 


CHAPTER  III. 

THE   ORGANIC   CURRICULUM. 

The  present  status  of  popular  thought  upon  matters 
educational  is  not  altogether  easy  to  define.  In  America 
for  the  most  part  we  still  retain  our  ancient  conception 
of  the  public  school  system  as  somehow  a  thing  in  itself 
isolated,  unique,  understood  in  some  vague  way  to 
"prepare  for  life,"  yet  not,  in  any  practical  sense, 
responsible  either  to  the  individual  child  or  to  the 
social  structure  for  its  policy  or  its  methods.  Yet, 
in  recent  years,  vigorous,  though  unorganized,  revolt 
against  this  incoherent  notion  has  raised  the  standard 
of  individualism  in  education,  declaring  that  here,  as 
ail-elsewhere,  the  individual  does  not  exist  for  the 
institution,  but  contrariwise. 

And  thus,  of  late,  the  old  institutional  conception  of 
education  may  be  said  to  contend  with  the  newer  theory 
of  individualism.  But  out  of  the  clash  of  these  two 
conflicting  notions,  an  ideal  seems  now  to  be  rising, 
truer  than  either  —  the  ideal  of  social  individualism. 
Such  an  ideal  has  very  recently  come  to  expression  in 
the  aphorism  of  Professor  John  Dewey  of  the  University 
of  Chicago  :  "  Education  is  not  preparation  for  life :  it 
is  life  ; "  and  in  that  of  Colonel  Francis  W.  Parker,  of 
the  Chicago  Training  School :   "  The  common  school  is 

18 


THE  ORGANIC  CURRICULUM.  19 

the  central  means  for  preserving  and  perpetuating  the 
true  democracy."  ^ 

Such  expressions  as  these  recognize  the  fact  that  the 
individual  is,  indeed,  the  centre  of  every  rational  educa- 
tional system,  not  however  the  individual  as  such,  in 
the  limited  sense,  but  the  whole  individual  in  all  his 
relations ;  that  is,  the  social  individual.  They  involve 
the  philosophical  conception  of  the  individual  as  a 
specialized  or  focussed  functioning  of  society,  and, 
conversely,  of  society  as  the  whole  functioning  of  the 
individual.  The  individual  is  society  acting  in  a 
certain  direction.  He  is  a  focussed  activity  of  the 
entire  social  organism,  just  as  the  eye  is  the  Avhole 
body  directed  toward  the  end  of  seeing.  Society  for 
its  part  is  the  complete  activity  of  each  individual. 

Such,  then,  being  the  essential  interrelations  of  so- 
ciety and  its  individual  members,  it  is  idle  to  balance 
the  one  against  the  other  as  ends  of  education.  The 
real  advantage  of  society  involves  ultimately  the  advan- 
tage of  the  individual  member  of  society.  And,  con- 
versely, the  real  betterment  of  the  individual  must 
inevitably  tend  toward  the  betterment  of  society.  The 
two  are  no  more  separable  in  practice  than  are  faith  and 
works,  thought  and  feeling,  capital  and  labor,  or  any  of 


1  The  thought  has  come  to  pervade  the  best  of  modern  educational 
literature.  See,  for  example,  Commissioner  Harris's  report  on  the 
Correlation  of  Studies  in  the  Report  of  the  Committee  of  Fifteen  :  "  The 
branches  to  be  studied  and  the  extent  to  which  they  are  studied,  will 
be  determined  mainly  by  the  demands  of  one's  civilization.  These 
will  prescribe  what  is  most  useful  to  make  the  individual  acquainted 
with  pliysical  nature  and  with  human  nature  so  as  to  fit  him  as  an 
individual  to  perforin  his  duties  in  the  several  institutions  —  family, 
civil  society,  the  State  and  the  Church." 


20  OBGANIC  EDUCATION. 

those  delusive    apparent   dualisms  whose  unity  is   the 
life  of  each  part. 

With  this  point  clearly  in  mind,  that  the  latest  word 
in  education  is  social  individualism,  reconciling  institu- 
tionalism  on  the  one  hand  with  private  individualism 
on  the  other,  we  shall  proceed  to  compare  the  old  cur- 
riculum with  the  new.  From  the  standpoint  of  the 
older  systems  themselves,  it  is  evident  that  the  plan 
presented  in  this  volume  would  familiarize  the  pupil 
with  all  the  specific  subjects  now  presented  to  his  atten- 
tion under  the  established  order.  He  would  study 
reading,  spelling,  grammar  and  composition,  arithmetic, 
natural  science,  United  States  history,  civil  govern- 
ment, writing,  drawing,  and  vocal  music  under  the  one 
as  under  the  other  system.  But  the  new  plan  further 
provides  him  with  systematic  instruction  in  the  history 
of  civilization,  sociology,  literature,  art,  and  ethics, 
which  subjects  are  at  present  only  incidentally  and 
fragmentarily,  if  at  all,  touched  upon  in  primary  and 
grammar  grades. 

To  this  extension  of  the  common-school  curriculum 
two  objections  may  be  anticipated :  (1)  that  the  course 
is  already  overcrowded  with  subjects,  so  that  the  days 
are  too  short  for  their  tasks,  and  both  teachers  and 
pupils  are  burdened  beyond  their  strength,  and  (2)  that 
such  subjects  as  are  here  added  are  beyond  the  compre- 
hension of  primary-school  pupils.  To  the  first  objection 
no  disclaimer  can  be  entered.  The  statement  is  literally 
true.  The  curriculum  is  overcrowded.  But  the  diffi- 
culty inheres  rather  in  lack  of  organization  than  in  the 
mere  number  of  subjects  studied.  There  is  a  limit  to 
the    number   of   disconnected   facts    an  individual   can 


THE  ORGANIC  CURRICULUM,  21 

memorize.  There  is  no  limit  to  his  grasp  of  organized, 
interrelated,  and  interdependent  knowledge.  In  other 
words,  while  his  stock  of  information  may  be  finite,  his 
knowing  is  infinite.  And,  thns,  nnder  a  system  of 
education  whose  methods  both  at  large  and  in  detail 
follow  the  ever-widening  interests  of  the  individual 
child  in  their  natural  development  from  a  state  of  un- 
differentiated homogeneity  to  a  more  and  more  finely 
differentiated,  and  at  the  same  time  a  more  and  more 
closely  unified,  organization,  —  under  such  a  system, 
where  the  child  is  himself  the  leader,  the  rapidity  of 
his  mental  development  and  the  extent  of  his  power  of 
assimilation  are  fairly  astonishing  to  teachers  familiar 
only  with  the  results  of  the  old  system.  So  far  from 
being  overcrowded,  the  children  are  perpetually  a  little 
in  advance  of  the  material  provided.  They  feel  the 
need  of  it  before  it  is  given.  And,  as  a  result,  they 
are  always  mentally  hungry.  At  times,  indeed,  this 
hunger  seems  keener  than  at  others,  but  it  never  wholly 
abates,  for  it  has  never  been  choked  up  with  inidemanded 
material.  Step  by  step  their  interest  has  gone  before 
to  guide  the  progress  of  the  teaching,  and  every  lesson, 
meeting  this  interest  fairly,  has  contributed  to  widen 
and  enrich  it ;  so  that,  in  the  great  majority  of  cases,  it 
has  gained,  before  school  days  are  over,  besides  an 
enormous  expansion  and  deepening,  a  certain  capacity 
for  conscious  self-direction. 

And,  further  upon  this  head,  the  overcrowding  of  the 
curriculum  is  greatly  relieved  by  the  continual  use  of 
every  subject  studied  as  a  tool  for  further  investigation. 
For  instance :  reading  is  no  longer  studied  as  an  end  in 
itself.     The  children  spend   no   more  time  learning  to 


22  ORGANIC  EDUCATION. 

read,  but  simply  read  for  the  sake  of  the  subject-matter. 
The  case  is  the  same  with  spelling,  writing,  and  compo- 
sition. The  technique  of  these  arts  once  learned  en- 
ables the  child  to  use  them  as  the  carpenter  uses  his 
lathe  or  plane.  He,  indeed,  by  using,  continually 
learns  to  use  them  better  ;  but  the  period  of  mere  learn- 
ing" to  use  them  with  no  other  immediate  end,  is  ex- 
ceedingly  short  as  compared  with  the  time  devoted  to 
the  bare  technique  of  reading  and  grammar,  for  instance, 
in  our  common  schools.  Under  the  organic  system,  an 
arithmetical  process,  as  long  division,  is  not  taught  as 
such,  but  as  a  means  for  determining,  say,  the  amonnt 
of  material  needed  for  the  new  house  of  some  child  in 
the  room.  And  the  results  of  such  methods  of  teach- 
ing would  seem  to  justify  the  general  answer  to  the 
objection  of  overcrowding  the  curriculum,  that  children 
thus  taught  cover  the  same  ground  in  less  time  than 
under  the  old  system,  and  with  greater  thoroughness. 

By  the  statement  that  the  child  learns  with  "  greater 
thoroughness  "  under  the  organic  system  is  meant  that 
since  what  he  learns  is  here  not  an  extraneous  some- 
thing imposed  upon  him  from  without,  but  the  natural 
development  of  his  own  interests,  it  is  his  own,  it  is 
really  himself.  He  cannot  forget  or  lay  it  aside  when 
school-hours  are  over  for  the  day,  or  when  school-days 
are  over  for  life  ;  for  it  is  in  a  real  literal  sense  his  own 
self.  This  means  thoroughness  as  a  vital,  not  a  mechan- 
ical, quality  in  education. 

One  further  result  of  the  organic  system  which  con- 
tributes in  no  small  degree  to  the  rapidity  and  thorough- 
ness of  the  pupils'  mental  assimilation,  should  be  noted 
here.      The    logical  presentation   of   each  subject  and 


THE  ORGANIC  CURRICULUM.  23 

each  lesson  may  reasonably  be  expected  so  to  habituate 
the  children  to  coherent  mental  processes  that  the  bear- 
ings of  one  fact  upon  another  will  be  at  once  apparent 
to  them.  They  would  not  then  be  compelled,  in  the 
study  of  any  subject,  to  spend  long  hours  groping 
blindly  for  some  link  of  thought,  vaguely  felt,  rather 
than  perceived,  to  be  missing ;  or  to  labor  under 
chronic  misconceptions  due  to  perverted  habits  of 
thought.  On  the  contrary,  a  subject  would  unfold 
itself  to  them  in  the  first  instance,  logically  proportioned 
and  clearly  articulated.  They  Avould  thus  be  rendered 
capable  of  originating,  as  well  as  of  following,  a  train 
of  logical  thought  from  beginning  to  end,  moving  from 
point  to  point  with  sure-footed  ease.  They  would  also 
be  able  often  to  detect  and  even  to  locate  a  fallacy  in 
the  reasoning  of  another,  where  many  adults,  whose 
logical  instincts  have  been  stultified  rather  than  devel- 
oped, are  only  diml}^  conscious  of  "  a  screw  loose  some- 
where." The  ethical  bearings  of  such  a  capacity  as 
this  surely  need  not  be  elaborated.  It  may,  however,  be 
noted  in  passing,  that  without  such  capacity  no  rational 
self-determination  of  conduct  is  ever  possible. 

To  return  to  the  objections  against  the  proposed 
extension  of  the  school  curriculum :  as  to  the  inability 
of  children  to  comprehend  the  subjects  of  sociology,  art, 
and  ethics,  it  must  be  remembered  that  the  child  can 
grasp  any  subject  whatever,  if  only  it  be  unfolded  to 
him  in  logical  order  in  response  to  the  demands  of  his 
own  interest.  This  sole  condition  is  satisfied  by  the 
organic  system,  so  that  if  the  ability  of  the  child  under 
this  condition  be  admitted,  the  objection  is  met.  No  a 
priori  argument,  however,  can  be  brought  so  convincing 


24  ORGANIC  EDUCATION, 

as  the  actual  results  of  the  teaching  of  these  subjects 
by  the  organization  method.  The  practicability  of  these 
subjects  has  been  demonstrated  to  the  entire  satisfaction 
of  experienced  teachers  at  the  outset  incredulous.  The 
children,  it  is  true,  do  not  know  that  they  are  studying 
art,  ethics,  and  sociology,  but  they  nevertheless  are 
studying  —  or  perhaps  absorbing  —  these  subjects  from 
the  first  grade  up,  with  a  vital  thoroughness  such  as  no 
twenty  weeks'  course  in  college  or  university  can  possibly 
give.  It  is  certainly  fair  to  say  that  no  college  graduate, 
with  but  a  year's  or  a  half-year's  "  credit  "  in  sociology, 
ethics,  or  art,  is  so  saturated  with  the  subject  as  is  the 
child  in  the  eighth  grade,  under  the  organic  system. 
This  is,  of  course,  no  discredit  to  the  college  or  to  the 
student.  The  case  could  not  be  otherwise.  Appreciation 
of  art  and  literature  is  not  the  product  of  a  five  months' 
gorging  with  the  world's  masterpieces.  Nor  do  the 
text-book  conclusions  of  ethics  and  sociology  permeate 
the  consciousness  of  the  individual  who  is  largely  igno- 
rant of  the  data  from  which  they  have  been  drawn,  and 
who  is  justly  satisfied  with  the  philosophy  which  his 
experience  has  furnished  him.  Whatever  may  be  true 
of  other  subjects,  these  three,  at  least,  are  a  growth,  or 
they  are  nothing. 

Most  of  us  are  so  well  acquainted,  either  from  obser- 
vation or  from  experience,  with  the  effects  of  the  gorging 
process  in  one  or  all  of  these  subjects,  that  this  side  of 
the  contrast  need  not  further  be  pursued.  On  the  side 
of  the  slow  assimilation  plan,  however,  it  may  be  said 
that  while  the  results  are  not  by  any  means  startling, 
they  are  eminently  sound  and  practical.  The  first  crude 
artistic  demands  of  the  children  are  fed  by  equally  crude 


THE  ORGANIC  CURRICULUM.  25 

artistic  material.  They  see  and  use  the  bright  Indian 
colors  and  the  grotesque  Indian  picture-writing.  From 
this  point  their  taste  continually  expands  and  refines, 
through  the  exuberant  sensuousness  of  Persian  color- 
ing, the  pure  severity  of  Greek  outline,  the  multifarious 
richness  of  mediaeval  and  Renaissance  painting,  absorb- 
ing the  spirit  of  each  of  these,  and  becoming  truly 
cosmopolitan.  The  extent  to  which  the  lives  of  the 
children  are  thus  enriched  is  all  but  incredible  to  those 
unacquainted  with  the  facts.  ]\Iost  adults  when  brought 
into  direct  daily  contact  with  the  masterpieces  of  Greek 
art,  for  instance,  are  thereby  to  a  degree  edified.  But 
that  children  surrounded  from  an  early  age  by  the  forms 
of  art  which  precisely  answer  the  demands  of  their  own 
interest  in  each  stage  of  its  development,  —  that  such 
children  should  not  respond  powerfully  to  such  environ- 
ment, would  be  more  incredible  than  tlie  fact.  In  truth, 
from  grade  to  grade  may  be  traced  by  the  teacher  the 
influence  of  the  artistic  environment  of  the  child  in  the 
schoolroom.  His  dress,  his  manners,  his  moral  charac- 
ter, his  home,  are  all  affected  by  it. 

And  the  same  facts  are  true  as  to  the  literature- 
teaching.  The  child's  first  instinctive  desire  for  an 
expressive  interpretation  of  the  facts  of  life,  in  the  be- 
ginning satisfied  with  animal  stories  and  nature  myths, 
grows  Avith  his  growth  until  it  demands  a  Goethe's,  a 
Shakespeare's,  and  a  Dante's  masterpieces  of  poetic 
thought.  And  here  also  the  ethical  uplift  is  incontro- 
vertible. This,  however,  has  already  been  recognized 
far  more  universally  than  in  the  case  of  art,  and  many 
schools  have  discarded  the  "  reader  "  pabulum  for  care- 
ful selections  from  the  best  literary  material,  both  in 


26  ORGANIC  EDUCATION. 

poetry  and  prose.  But  the  point  will  nevertheless  bear 
further  emphasizing,  until  an  acquaintance  with  the 
world's  highest  literature  shall  be  popularly  regarded  as 
the  right  of  public-school  children. 

The  study  of  sociology  need  not  surely  be  defended 
to  any  believer  in  the  doctrine  of  social  individualism. 
The  relationship  between  the  individual  and  the  social 
organism  cannot  be  wholly  effective  until  it  has  come 
to  self -consciousness  —  of  which  self -consciousness  soci- 
ology is  the  scientific  expression.  The  social  develop- 
ment of  the  individual  is  not  complete  without  a 
knowledge  of  the  science  of  society,  and  under  the 
hypothesis  of  social  individualism,  the  social  develop- 
ment of  the  individual  is  the  end  proposed  to  education. 

By  those  of  us  who  believe  that  the  moral  nature  is 
not  something  separated  from  the  body  or  intellect,  but 
that  it  is  the  whole  man,  it  might  indeed  have  been  an- 
ticipated, that  the  ethical  results  of  the  organic  system 
should  be  pronounced  in  proportion  to  those  termed 
''  intellectual."  The  prime  advantage  which  the  ethical 
teaching  under  the  organization  plan  may  be  said  to 
have  over  others,  is  that,  instead  of  imposing  upon  the 
children  in  a  certain  stage  of  development  an  ideal 
wholly  extraneous  to  themselves,  the  fruit  of  a  different 
period  in  civilization,  the  ideals  naturally  growing  out 
of  their  own  mental  status  are  simply  allowed  full  frui- 
tion in  their  conduct,  that  these  may,  in  turn,  give  place 
to  further  ideals.  The  natural  ethical  development  of 
the  child  is  furthered  —  that  is  all  —  not  thwarted  by 
the  stamping  out  of  his  own  ideals,  nor  by  the  imposi- 
tion upon  him  of  ideals  remote  from  and  incomprehen- 
sible to  him.     By  this  means,  the  individual  child  gains 


THE  ORGANIC  CURBIGULUM.  27 

the  invaluable  habit  of  pursuing  his  ideals  into  the 
stage  of  conduct,  reflecting  upon  that  conduct,  as  its 
consequences  return  upon  him,  and  thus  modifying  or 
reconstructing  the  old  ideal  in  accordance  with  the 
new  light.  And  it  does  not  seem  extravagant  to  say 
that  if  only  this  one  habit  were  deposited  from  the 
tide  of  school  life,  —  as  it  assuredly  may  be,  under 
the  organization  plan,  —  the  years  of  primary  educa- 
tion would  have  been  well  spent;  for  it  is  this  alone 
which  renders  possible  a  life  at  once  morally  free  and 
morally  responsible. 

Some  of  the  advantages  afforded  to  the  individual  by 
the  organization  system  have  been  discussed,  its  advan- 
tages to  society  being  very  largely  implied  in  this.  Let 
us,  however,  consider  for  a  moment  some  changes  which 
the  new  plan  would  of  necessity  bring  about  in  the 
structure  of  the  public-school  system.  Waiving  details, 
it  is  evident  that  a  degree  of  scholarship,  practical  effi- 
ciency, and  enthusiasm  hardly  dreamed  of  before  would 
be  demanded  of  the  teacher  in  the  primary  and  inter- 
mediate grades.  She  must  be  at  the  outset,  or  must 
come  to  be  in  the  course  of  her  teaching,  a  wide  and 
thorough  student  of  psychology,  ethics,  sociology,  eco- 
nomics, history,  science,  literature,  and  art.  This  at 
once  sounds  hopeless,  but  what  the  organization  plan 
does  for  the  pupil  it  also  does  for  the  teacher.  Even 
the  "average  teacher,"  with  fair  capacity  and  some 
pluck,  can  do  far  better  work  with  the  organization 
system  than  under  the  old  method.  And  as  for  the 
college  gradiiate,  to  whom  it  seems  that  we  are  to  look 
in  the  future  for  our  teachers  in  secondary  schools,  such 
requirements  should  not  lie  beyond  the  scope  of  his 


28  ORGANIC  EDUCATION. 

ability.  1  And  to  him  they  will  prove  attractive  as  no 
stultifying  routine  under  the  old  system  could  possibly 
be.  There  will  be  no  reluctance  on  the  part  of  men  and 
women  adequately  educated  to  assume  the  task  of  pri- 
mary education  under  these  generous  conditions.  The 
law  of  supply  and  demand  will  hold  here  as  elsewhere. 
The  kind  of  teachers  wanted  will  be  forthcoming.  And 
the  consequent  advantage  of  wanting  such  teachers  as 
are  broadly  educated  is  sufficiently  obvious. 

The  transformation  of  the  school  under  this  system 
has  been  largely  anticipated  in  the  foregoing  discussion. 
In  general,  it  may  be  prophetically  described  as  a  treas- 
ure-house of  the  art,  literature,  science,  and  industry  of 
the  world,  a  laboratory  of  civilization,  a  busy  cell  or 
ganglion  in  the  social  system,  a  real  segment  of  a  real 
world. 

For  the  particulars  of  the  organic  curriculum,  the 
reader  may  be  referred  to  the  outline  of  study  farther 
on  in  this  work.  At  this  point  it  will  be  sufficient  to 
indicate  in   a   general  way  the  dominant  interest  for 

1  Professor  Francis  W.  Kelsey,  of  the  University  of  Michigan,  in 
an  article  on  "The  Future  of  the  High  School,"  in  the  Educational 
Beview  for  February,  1896,  has  this  to  say  of  the  qualifications  of  the 
future  teacher  of  the  secondary  school :  — 

"  No  one  should  now  be  encouraged  to  go  into  high-school  teaching 
in  any  line  without  a  range  and  quality  of  scholarship  that  may  be 
fairly  represented  by  the  work  for  the  master's  degree  ;  that  is,  the 
completion  of  the  undergraduate  course  and  a  year  of  graduate  work 
in  an  institution  furnishing  the  best  possible  facilities'.  It  will  not  be 
so  very  long  before  we  shall  see  many  positions  in  the  larger  high 
schools  manned  by  those  who  have  taken  the  doctor's  degree." 

If  this  prophecy  as  to  the  secondary  schools  be  fulfilled,  a  corre- 
sponding rise  may  fairly  be  expected  in  the  educational  equipment  of 
teachers  for  the  primary  and  intermediate  grades. 


THE  ORGANIC  CURRICULUM. 


29 


each  grade,  and  the  material  which  furnishes  nutriment 
for  the  child  at  each  stage  of  his  development.  These 
features  may  be  exhibited  in  outline  as  follows :  — 


Dominant  Interest. 
To  use  senses  (curiosity). 

For  possessions. 

For  attention  or  notice. 
To  imitate  (suggestibility). 
To  cooperate  for  sake  of  gain. 
For  personal  freedom. 
To  serve  (display  power). 
For  adventure,  experiment. 
For  what  is  true  (incipient). 
For  activity,  movement,  affau's. 
For  the  practical. 

For  what  is  personally  prac- 
tical. 
For  authoritative  knowledge. 

For  explanation  —  how  things 
came  to  be,  or  how  they  are 
done. 


For  approval  (extremes  shown 
in  diffidence  and  eaoi-km^. 


^otism). 


For  admiration  and  power. 


Material. 

Nomadic  period  of  history  —  In- 
dian as  type. 

Pastoral  and  agricultural  period 
—  early  Aryan  as  type. 

Persian. 

Greek. 

Roman. 

Early  German. 

Feudalism  and  chivalry. 

Renaissance  —  Columbus  as  t}^e. 

Puritan  as  type  of  reformation. 

Story  of  America. 

United  States  in  its  organic  re- 
lations. 

Europe  and  its  relations  to  the 
United  States. 

Asia  (past,  present,  future)  in 
relation  to  the  United  States. 

Africa,  as  showing  nations  crj^stal- 
lized  (interpreted  through  their 
works),  and  as  showing  nations 
in  the  making.  Its  meaning  to 
the  United  States. 

The  earth's  history  as  a  planfet, 
its  present  physical  conditions, 
and  the  evolution  of  industrial 
life.  (Each  individual,  though 
but  a  small  part,  is  seen  to 
be  organically  related  to  the 
whole.) 

Brief  view  of  the  history  of  the 
rise  and  decline  of   the   great 


30  ORGANIC  EDUCATION. 

Dominant  Interest,  Material. 

civilizations  of  the  world  (with 
causes),  and  special  study  of 
social  life. 

For  a  larger  self,  interest  in  Growth  of  the  State  as  a  larger 
community     and     national  self,  as  shown  in  United  States 

life.  history,  and  of  the  individual 

as  a  larger  self,  as  shown  in 
literature. 

For  the  ideal.  Ideals  of  institutional  life  (par- 

ticularly of  the  home),  as 
shown  through  history,  nature 
study,  literature,  and  art. 

The  material  indicated  above  is,  in  use,  divided  into 
the  large  natural  units  suggested  by  the  dominant  inter- 
est, and  the  direction  which  is  given  to  that  interest  by 
the  environment.  Thus  curiosity  may  be  manifested 
toward  the  whole  environment,  or  it  may  be  restricted 
to  nature,  to  institutional  life,  or  to  art.  The  extent  to 
wliich  these  units  are  elaborated  will  of  course  depend 
upon  the  stage  of  development  of  the  children.  Certain 
material  obviously  cannot  be  employed  in  particular 
cases  until  the  insight  of  the  child  has  grown  adequate 
to  it.  For  example,  the  evolution  of  institutional  life 
from  the  germinal  ideas  is  a  conception  that  must  wait 
upon  the  growth  of  the  child's  powers  of  abstraction. 

The  material  is  in  each  case  presented  through  the 
subject  in  the  ordinary  curriculum  that  will  best  dis- 
close its  meaning  and  value.  The  central  thought,  for 
instance,  would  be  developed  in  the  language  lesson, 
the  physical  setting  would  appear  in  the  geography 
lesson,  the  nature  and  function  of  the  environment 
would  be  shown  in  the  nature-study,  and  so  on  through- 
out the  entire  round  of  school  work. 


CHAPTER  IV. 

THE   SEQUENCE-METHOD. 

It  will  be  noticed  that,  in  the  outlines  of  work  for  the 
grade,  reference  is  invariably  made  to  a  "  story,"  as  the 
form  in  which  the  material  is  presented.  And  this  is, 
indeed,  the  typical,  rather  the  invariable,  mode  of  instruc- 
tion employed.  It  may,  however,  be  necessary  to  define 
further  the  word  "  story  "  as  here  used.  By  the  term 
is  meant  the  recital  of  a  sequence,  in  organized  unity, 
of  events  or  circumstances.  This  sequence  may  be,  and 
as  a  matter  of  fact  usually  is,  a  sequence  in  time.  It 
may,  however,  be  a  sequence  of  place,  of  causation,  or 
of  development.  The  word  "  story "  is  useful  chiefly 
as  emphasizing  the  continuity  or  organization  of  the 
material,  as  conveying  the  idea  of  active  progression 
rather  than  of  static  enumeration  of  details,  and  finally 
as  suggesting  the  attractiveness  which  it  is  sought  by 
every  means  to  impart  io  the  subject-matter  presented. 
A  story  may,  thus,  be  of  Hiawatha's  clothing,  or  of 
Kablu's  home,  of  the  life-history  of  the  grasshopper,  of 
the  physical  structure  of  North  America,  of  the  process 
of  long  division,  or  of  electing  a  county  commissioner 
of  schools.  It  is  not  at  all  the  subject-matter  which 
constitutes  the  story,  but  the  manner  in  which  that 
subject-matter   is    presented.      And    the    child,    to   say 

31 


32  ORGANIC  EDUCATION. 

nothing  of  humanity  at  large,  finds  the  story  so  much 
more  interesting  than  other  forms  of  literature,  embody- 
ing perhaps  the  same  facts,  mainly  because  the  stream 
of  his  thought  is  nowhere  interrupted  by  lack  of  con- 
nection, but  flows  smoothly  on  from  point  to  point,  fol- 
lowing the  plain  path  of  a  time-sequence.  As  his  mind 
develops,  he  becomes  better  able  to  follow  a  thought- 
connection  without  the  aid  of  the  sequence  in  time. 
But  the  story,  that  is  the  organized,  continuously  inter- 
related body  of  ideas,  always  maintains  with  him  its 
precedence  over  a  chaotic  heap  of  inconsequent  facts. 
And  hence  the  large  use  of  the  story  form  in  this 
organic  method,  a  use  which  has  wholly  justified  itself 
in  practical  experience. 

In  telling  a  story,  a  definite  plan  is  followed,  which 
is  familiarly  known  in  the  school  as  the  "  sequence- 
method."  ^  The  method  in  brief  is  as  follows.  The 
teacher,  before  telling  any  story,  reduces  it  to  its 
elements,  cutting  out  every  detail,  down  to  the  fleshless 
skeleton  of  essential  points.  These  points  are  stated  in 
sentential  form,  the  subject  remaining  practically  un- 
changed throughout,  while  the  predicate  follows  the 
evolution  of  the  central  thought.  For  instance,  the 
sequence  for  the  life-history  of  the  caterpillar  would  be 
something  like  this  :  — 


1  Several  years  ago  there  appeared  in  the  Be.view  of  Beviews  a  series 
of  articles  upon  the  Gouin  method  of  teaching  languages.  The  reading 
of  these  articles  suggested  the  idea  which  later,  after  much  experimen- 
tation with  pupils,  developed  into  the  sequence-method  here  presented. 
But  while  acknowledging  great  indebtedness  to  M.  Gouin  for  the  fun- 
damental principle,  I  wish  to  absolve  him  from  all  responsibility  for 
the  details. 


THE  SEQUENCE-METHOD.  33 

The  caterpillar  breathes.  The  caterpillar  sleeps. 

The  caterpillar  eats.  The  butterfly  wakes. 

The  caterpillar  grows.  The  butterfly  flies. 

The  caterpillar  crawls.  The  butterfly  lays. 
The  caterpillar  spins. 

Or,  for  instance,  note  the  following  sequence  for  the 
story  of  how  the  Scotch  blue-bell,  by  watching  continu- 
ally a  patch  of  blue  sky  and  one  shining  star,  became 
blue  in  color,  with  a  star  in  its  cup  which  had  not  been 
there  before. 

The  bluebell  grew  (where?). 
The  bluebell  watched  (what?). 
The  bluebell  changed  (how?). 

From  the  explanation  given  thus  far  and  from  the 
examples  just  cited,  it  will  be  seen  that  the  word 
"  sequence  "  as  it  is  employed  in  this  book  designates  an 
organized  body  of  thought-material.  The  elements  of 
the  sequence  are  so  related  that  each  part  ministers  to 
and  makes  more  effective  the  other  parts  and  the  whole. 
The  recital  of  a  sequence  means  the  presentation  of  the 
essential  events,  circumstances,  or  facts  in  a  complete 
series  of  logically  connected  statements.  The  main 
characteristics  of  an  effective  sequence  are  five  in  num- 
ber, namely :  I.  Completeness ;  II.  Unity ;  III.  Selec- 
tion ;  IV.  Proportion  ;  V.  Progressive  Order.  Each  of 
these  characteristics  will  be  considered  in  turn. 

I.  Complete7iess.  —  A  whole  round  of  experience  is 
pursued :  (a)  if  a  plant  or  animal,  from  seed  to  seed,  or 
from  egg  to  egg;  (^)  if  an  occupation,  from  the  life- 
history  of  the  raw  material,  to  the  completed  product ; 
(c)    if   a  deed,  from   the  motive  or  conditions,  to  the 


34  ORGANIC  EDUCATION. 

result.      The    following   is  an  example  of   a  sequence 
taken  from  plant  life  :  — 

The  apple-seed  is  planted.  The  apple-tree  grows. 

The  apple-seed  swells.  The  apple-tree  blossoms. 

The  apple-seed  sprouts.  The  apple-tree  bears. 

For  an  illustration  of  a  sequence  drawn  from  human 
action,  we  may  take  the  story  of  Golden  Locks  and 
the  Bears. 

Golden-Locks  wandered.  She  broke. 

She  saw.  She  slept. 

She  entered.  She  escaped. 
She  ate. 

The  pedagogical  value  of  this  characteristic  of  com- 
pleteness is  obvious.  A  complete  sequence  presents  a 
subject  as  a  whole.  Thus,  on  the  one  hand,  it  satisfies 
the  natural  craving  of  the  pupil's  mind  to  know  the 
whole  of  anything  that  is  presented  to  it;  and,  on  the 
other,  it  cultivates  the  habit  of  looking  at  things  as 
wholes,  not  as  fragments. 

II.  Unity. —  A  central  thought  or  subject  must  be 
retained  throughout  the  sequence.  The  experiences 
must  be  of  one  subject,  no 'matter  how  many  changes  of 
form  it  may  undergo.  The  unity  of  life  under  variety 
of  forms  must  be  preserved.  Thus,  in  a  sequence  deal- 
ing with  the  life-history  of  the  caterpillar  the  identity 
of  animal  life  under  the  different  forms  of  pupa  and 
butterfly  must  be  maintained  throughout,  as  follows  :  — 

The  caterpillar  breathes  —  eats  — grows  —  crawls  —  spins  —  (as 
pupa)  sleeps — (as  butterfly  or  moth)  wakes  —  flies — lays. 

This  characteristic  of  the  sequence  leads  the  pupil  to 
dwell  upon   the  oneness  which  underlies  all   the  phe- 


THE  SEQUENCE-METHOD.  35 

nomena  of  nature.  The  perception  of  this  unity 
persisting  in  the  midst  of  incessant  change  is  the 
beginning  of  scientific  knowledge. 

III.  Selection. —  The  meaning  or  central  idea  of  this 
cycle  of  experience  is  determined,  and  from  the  mass  of 
events  or  circumstances  only  such  are  selected  as  seem 
of  prime  importance  to  maintaining  this  central  idea  or 
thread  of  the  story  unbroken.  The  advantage  of  this 
characteristic  is  that  the  pupil  who  uses  the  sequence 
forms  the  habit  of  grasping  quickly  the  essentials  of  the 
subject,  undistracted  by  the  jostling  throng  of  particulars. 
He  thus  attains  eventually  to  clearer  and  profounder 
views  of  life  and  to  a  livelier  sense  of  his  own  individual 
part  in  the  work  of  the  world.  To  illustrate  this  char- 
acteristic we  may  suppose  that  the  teacher  has  before  her 
the  various  particulars  constituting  Hiawatha's  build- 
ing of  the  canoe.  From  them  she  selects  as  most  impor- 
tant the  following :  — 

Hiawatha  stripped  (the  bark  for  his  canoe). 
Hiawatha  shaped  (the  bows). 

Hiawatha  bound  (the  bark  to  the  framework  with  fibre). 
Hiawatha  smeared  (the  seams  with  balsam). 
Hiawatha  decorated  (the  canoe  with  quills). 

IV.  Proportion.  —  Any  facts  of  secondary  impor- 
tance are  reduced  to  sub-heads  under  the  main  points. 
Those  of  tertiary  importance  are  omitted  altogether. 

The  purpose  of  the  teacher  is  defeated  if  the  points 
are  so  presented  that  the  mind  fails  to  grasp  the 
sequence  as  a  whole.  And  such  failure  is  likely  to 
occur  when  points  of  minor  importance  appear  to  stand 
on  an  equality  with  those  of  prime  importance.  The 
use  of  sequences  in  which  proportion  is  observed  culti- 


36  ORGANIC  EDUCATION. 

vates  a  sense  for  perspective.  It  reveals  main,  as  distin- 
guished from  subordinate,  values  in  the  facts  and  acts  of 
daily  living,  and  thus  helps  the  individual  in  the  rational 
conduct  of  life.  An  illustration  of  this  quality  may  be 
seen  in  the  following  sequence,  designed  for  a  study  of 
the  topic  "  Longfellow  as  a  Writer." 

Longfellow  enjoyed. 

Appreciated  the  best  because  of  influence  of  cultured  parents. 
Observed  nature  with  sympathy  from   attractiveness  of   his 

environment. 
Was  interested  in  the  industrial  life  around  him. 
Loved  the  sea  and  ships,  and  learned  much  about  them  from 

the  location  of  his  native  place. 

Longfellow  studied. 

Attended  Portland  schools. 

Continued  his  studies  at  Bowdoin  College.    . 

Prepared  for  the  bar. 

Longfellow  travelled. 

Visited  Spain,  France,  Germany,  and  Italy. 
Prepared  to  teach  modern  languages. 

Longfellow  taught. 

Began  at  Bowdoin  College. 
Continued  at  Harvai-d. 

Lived  in  Craigie  House. 

Loved  and  showed  consideration  for  his  own  and  other  children. 

Enjoyed  distinguished  friends. 

Gained  the  respect  of  his  townspeople. 

Longfellow  wrote. 

Wrote  poems  about  other  lands  and  people. 
Wrote  poems  about  our  own  lands  and  people. 
Wrote  poems  about  and  for  children. 
Wrote  poems  about  life  and  its  meaning.^ 

1  It  should  be  borne  in  mind  that  the  progress  of  the  sequence  is 
to  present  material  appropriate  to  children.  A  sequence  for  critical 
study  would  naturally  assume  another  form. 


THE  SEQUENCE-METHOD.  37 

V.  Progressive  Order.  —  The  primary  points  are  pre- 
sented in  the  order  in  which  the  central  idea,  previously 
determined,  unfolds  itself.  This  order  may  be  that  of 
time,  of  place,  of  cause  to  effect,  of  means  to  end,  of 
whole  to  parts,  of  outer  to  inner,  of  ideal  to  reality, 
of  motive  to  result,  or  in  fact  any  logical  progression 
whatever.  The  following  examples  exhibit  different 
types  of  progressive  order :  — 

The  Pilgrims  as  a  Factor  in  American  Civilization 
(Cause  and  Effect). 

The  Pilgrims  suffered  (persecution  because  of  religion). 
The  Pilgrims  moved  (to  Holland,  to  escape  persecution,  and  secure 

freedom). 
The  Pilgrims  decided  (to  seek  a  home  in  America  to  prevent  their 

children  from  acquiring  Dutch  customs). 
The  Pilgrims  agreed  (to  abide  by  conditions  of  the  compact  to 

avoid  friction  in  government). 
The   Pilgrims  established   (an    element  of    permanency   in   our 

government). 
The  Engine  as  a  Means  of  Locomotion  (Means  and  End). 
The  fire  heats  the  water. 
The  water  produces  steam. 
The  steam  pushes  the  wheel. 
The  wheel  moves  the  car. 

The  Story  of  the  Pied  Piper  (Time). 
The  Pied  Piper  appeared  (in  order  to  give  counsel). 
The  Pied  Piper  declared  (his  ability  to  rid  them  of  rats). 
The  Pied  Piper  asked  (for  the  chance  to  do  so). 
The  Pied  Piper  secured  (permission). 
The  Pied  Piper  blew  (on  his  pipe). 
The  Pied  Piper  succeeded  (in  ridding  them  of  rats). 
The  Pied  Piper  asked  (for  his  pay). 
The  Pied  Piper  threatened  (to  be  revenged). 
The  Pied  Piper  played  (on  his  pipe). 
The  Pied  Piper  drew  (the  children  after  him). 
The  Pied  Piper  taught  (the  people  a  lesson). 


38  ORGANIC  EDUCATION. 

The  Roman  Basilica  (Place). 

You  approack  by  a  portico. 

You  enter  a  main  hall  divided  by  rows  of  pillars. 

You  reach  the  judgment  seat. 

You  observe  the  apse  back  of  the  judgment  seat. 

Vision  of  Sir  Launfal  (Comparison  and  Contrast). 

Sir  Launfal  was  inspired  (on  going  forth,  by  the  season  of  returning 
vitality). 

But  was  chilled  (on  returning,  by  the  winter) . 
He  decided  (to  go  on  a  noble  mission). 

But  returned  unsuccessful. 
He  possessed  ("the  grandest  hall  in  the  North  Countree"). 

But  found  another  enjoying  his  possessions. 
He  started  out  elegantly  equipped,  young,  and  strong. 

But  came  back  on  foot,  clothed  in  rags. 
He  thought  he  must  search  without  for  the  Holy  Grail. 

But  learned  that  the  quest  was  for  something  within  himself. 

The  prominence  of  the  verb  in  the  foregoing  sequences 
as  an  indicator  of  progression  is  in  line  with  the  funda- 
mental principle  of  the  system,  which  is  activity,  move- 
ment, life.  For  this  reason  the  active  form  of  the  verb 
is  used  in  the  sequence  whenever  life,  character,  or  con- 
duct is  involved.  But  when  Nature  is  represented  as 
passive,  that  is,  as  supplying  material  for  man  to  shape 
in  accordance  with  his  own  ideals,  or  as  cooperating  with 
man  through  her  adaptation  to  his  needs,  this  passive  or 
adaptive  quality  is  indicated  by  the  use  of  the  passive 
voice.  Thus  the  life-history  of  wool  in  its  service  to 
man  may  be  traced  in  a  sequence  as  follows :  — 

Wool  is  cut.  Wool  is  rolled. 

Wool  is  cleaned.  Wool  is  spun. 

Wool  is  combed.  Wool  is  woven. 


THE  SEQUENCE-METHOD.  39 

In  stories  involving  character  and  conduct  it  is  often 
desirable  to  indicate  the  conditions  under  which  action 
was  performed,  to  show  what  was  received  by  the  actor, 
9r  denied  to  him ;  for  in  this  way  the  obstacles  to  prog- 
ress which  form  the  background  of  the  deed  are  given 
due  prominence.  These  things  when  brought  into  the 
sequence  will  naturally  appear  most  often  in  the  passive 
voice.  They  are,  however,  subordinate  to  actions  in 
which  character  is  manifested  through  the  actor's  own 
volition,  and  this  subordination  should  be  made  to  appear 
in  the  sequence.  The  following,  dealing  with  the  life 
of  Pestalozzi,  intended  for  more  advanced  study,  will 
illustrate  this  point :  — 

Pestalozzi  studied. 

He  was  influenced  by  home  training. 

He  was  influenced  by  religious  training. 
Pestalozzi  Joined  the  league. 

He  was  swayed  by  unpractical  education. 

He  was  impressed  by  the  writings  of  Rousseau, 
Pestalozzi  prepared  to  champion  the  peasantry. 

He  was  moved  by  the  oppression  of  the  peasants. 
Pestalozzi  established  a  poor-school. 

His  project  was  defeated  by  bad  management,  lack  of  foresight, 
and  excess  of  love. 
Pestalozzi  wrote. 

He  was  suffering  from  debt. 

He  was  discouraged. 
Pestalozzi  taught. 

He  was  opposed  by  the  director. 

He  was  annoyed  by  the  parents. 

The  sequences  given  thus  far  have  dealt  mainly  with 
man's  actions  as  they  appear  when  viewed  from  the  out- 
side.    We  may,  however,  penetrate  beneath  the  surface, 


40  ORGANIC  EDUCATION. 

and  from  his  thoughts,  his  feelings,  his  interests,  and  his 
motives,  try  to  determine  the  springs  of  his  activity. 
And  these  inner  thoughts  and  feelings  may  constitute 
the  material  of  the  sequence.  Thus  we  may  take  as  an 
example  of  a  thought-sequence  Darwin's  discovery  of 
the  law  of  natural  selection :  — 

Darwin  observed  the  fossil  animals  of  South  America  and  closely 
allied  forms  elsewhere;  the  different  forms  on  different  islands 
of  the  same  group. 

Darwin  reflected  that  neither  the  action  of  the  surrounding  con- 
ditions nor  the  will  of  the  organisms  could  account  for  adapta- 
tion to  habits  of  life  of  the  organism;  that  it  was  futile  to 
endeavor  to  prove  by  indirect  evidence  that  species  had  been 
modified. 

Darwin  bethought  him  that  he  might  follow  the  example  of  Lyle 
in  geology ;  that  he  might  collect  facts  bearing  upon  the  vari- 
ation of  plants  and  animals  under  domestication. 

Darwin  reasoned  from  Baconian  principles,  and  from  suggestions 
gathered  by  conversation,  inquiry,  and  reading. 

Darwin  decided  that  selection  was  the  secret  of  man's  success 
with  plants  and  animals. 

Darwin  questioned  how  selection  applied  to  nature. 

Darwin  discovered  that  favorable  variations  were  preserved  and 
unfavorable  variations  were  not;  that  the  result  was  a  new 
species. 

Darwin  concluded  that  modified  offspring  of  all  dominant  and 
increasing  forms  of  life  tend  to  become  adapted  to  many  and 
highly  diversified  places  in  the  economy  of  nature. 


The  following  account  of  the  evolution  of  Jean 
Valjean's  character  (condensed  from  Victor  Hugo's 
Les  Miserahles)  illustrates  the  sequence  based  upon 
the  successive  states  of  feeling  of  the  chief  actor.  The 
prominent  verbs  are  italicized :  — 


THE  SEQUENCE-METHOD. 


41 


resented  Jean  Valjean  res^ented  the  severity  of  his  sentence. 

hardened  lie  hardened  during  the  long  years  in  the  galleys.     He 

melted  melted  under  the  Bishop's  kindliness  and  his  return  of 

aspired  good  for  evil.     He  aspired  to  be  like  the  Bishop.     He 

pitied  pitied  the  suffering  people.     He  loved  the  people,  and 

loved  the  old  peasant  whom  he  saved  from  the  galleys  by 

rejoiced  revealing  himself,  and  Cosette.     He  rejoiced  in  that 

feared  Cosette  was   not  beautiful.      He  feared  Javert,  the 

forgave  gendarme,  who  pursued  him  relentlessly.      He  for- 

envied  gave  Javert,  and  saved  his  life.     He  envied  Marius 

hated  Cosette's  love.    He  hated  Marius.    He  desired  Cosette 's 

desired  happiness  more  than  his  own,  and  so  contented  him- 

contented        self  with  that,  by  risking  his  own  life  to  save  Marius, 

and  by  bestowing  his  fortune  upon  Cosette  at  her 

longed  marriage.     He  longed  for  some  return  of  his  love  for 

suffered  her.      He  suffered  under  their  coldness  and  neglect. 

blessed  He  Messed  them  when  Marius  (after  finding  out  Jean 

Valjean's  real  worth,  and  that  it  was  he  who  had 

carried  him  through  the  sewers  on  the  day  of  the 

barricade)  brought  Cosette  to  him  just  in  time  for 

his  benediction. 

In  practice  the  use  of  the  sequence  produces  remark- 
able results.  These  results,  however,  are  no  more  than 
might  naturally  be  expected.  The  fundamental  ten- 
dency of  all  minds  is  toward  self-realization.  Whatever 
hinders  this  tendency  brings  about  friction  and  pain. 
Whatever  furthers  it  brings  about  healthful  activity  and 
pleasure.  If  through  any  agency,  the  stream  of  thought 
is  caused  to  move  smoothly  from  point  to  point  there 
results  a  sense  of  life,  power,  freedom.  It  is  the  office 
of  the  sequence  to  accomplish  this  end.  By  its  help 
the  pupil  passes  readily  from  point  to  point  with  the 
focus  of  consciousness  unchanged,  relating  easily  and 
economically  the  new  with  the  old,  the  remote  with  the 
present.     Such  concentration  of  energy  means  clearness 


42  ORGANIC  EDUCATION. 

of  imagery,  and  clearness  of  imagery  means  quick  and 
powerful  motor  reaction. 

In  the  use  of  the  sequence-method  the  child  gradu- 
ally learns  to  look  at  phenomena  as  a  whole,  not  re- 
maining content  with  a  fragmentary  view ;  that  is,  he 
gains  a  continually  broadening  and  deepening  sense  of 
unity.  He  comes  to  recognize  almost  intuitively  the 
essentials  in  a  subject,  however  obscured  by  subordinate 
details,  and  so  to  relate  details  to  essentials  as  to  fuix7_ 
the  demands  of  logical  proportion.  He  can  build  up  a 
whole  narrative  in  coherent  form  from  the  nucleus 
sequence,  and  by  its  aid  think  while  standing  before 
the  listening  school  more  clearly  than  the  average  adult 
seated  in  his  library.  These  are  not  only  possibilities 
but  facts  which  have  been  realized  in  the  use  of  this 
method. 


CHAPTER  V. 

SPECIAL   APPLICATIONS   OF   THE   SEQUENCE- 
METHOD. 

The  application  of  the  sequence-method  to  language 
work  has  been  suggested  in  the  foregoing  statements. 
The  sequences  given  above  as  illustrations  may  be 
termed  basal  sequences.  Each  serves  as  the  basis  or 
logical  framework  for  a  story  both  as  narrated  by  the 
teacher,  and  afterward  as  reproduced  by  the  children. 
To  the  end  that  it  may  be  thus  useful,  the  teacher  care- 
fully observes  the  order  of  points  in  her  own  narration, 
and  then  draws  the  story  from  the  children  by  such 
questions  as:  "What  does  the  caterpillar  do  first? 
What  next  ?  What  next  ?  "  until  the  logical  progress 
of  events  is  firmly  fixed  in  their  minds,  the  order  being 
seen  as  one  of  necessity  and  not  as  arbitrary.  The 
story  may  then  be  told  as  a  whole  by  the  children,  the 
order  of  points  in  the  sequence  being  always  expected 
by  the  teacher.  This  does  not  at  all  mean  that  the  story 
is  told  in  the  same  language  by  each  of  the  children. 
As  a  matter  of  fact,  it  never  is,  for,  Avhile  the  sequence 
is  the  skeleton  of  the  story,  it  is  not  the  living  tissue. 
This  the  children  fill  out  according  to  their  own  ideas, 
being  required  simply  to  maintain  its  proper  relations  to 
the  framework. 

The  child  tells  a  story  before  he  ever  thinks  of  writ- 

43 


44  ORGANIC  EDUCATION. 

ing  it,  and  thus,  while  the  subject-matter  is  still  plastic 
in  his  hands,  learns  to  differentiate  details  from  essen- 
tials, to  hold  the  thread  of  thought  firmly  in  hand,  and 
to  follow  it  in  continuous  progress  from  its  logical  be- 
ginning to  its  logical  conclusion.  And  when  he  comes  to 
write  the  story  which  he  has  many  times  told  and  many 
more  times  heard  told  after  this  same  fashion,  it  flows 
from  his  pen  in  the  accustomed  logical,  well-articulated 
form,  with  scarcely  an  effort  on  his  part.  Writing  is  no 
bugbear  to  children  who  have  been  taught  by  means  of 
the  sequence,  for  they  have  their  material  well  in  hand, 
—  always  the  onus  of  literary  composition.  And,  fur- 
ther, through  continued  use  of  the  sequence-method, 
the  children  gain  such  habitual  clearness  and  coherence 
of  thought  that  any  subject  met  in  their  general  reading 
is  immediately  reduced  to  its  elements  and  logically 
reorganized  as  if  by  instinct.  Such  habits  of  mind,  it 
need  hardly  be  said,  will  go  far  toward  transforming 
the  perfunctory  and  marrowless  study  of  "  Composition 
and  Rhetoric  "  in  our  schools  into  the  vital  joy  of  ex- 
pression which  it  is  sometime  to  be.  If  this  method  is 
followed,  the  stories  used  in  connection  with  every  sub- 
ject may  be  reproduced  both  orally  and  in  writing,  so 
that  the  language  work  is  an  integral  part  of  all  the 
other  studies.  The  formal  side,  that  is,  paragraphing, 
sentence-structure,  use  of  words,  generalizations  as  to 
the  use  of  the  different  parts  of  speech,  and  other  like 
technical  points,  is  treated  together  with  the  thought- 
side.  That  is,  the  technique  of  communication  flows 
directly  from  the  thought.  Technical  points  are  taught, 
not  for  their  own  sakes,  but  as  a  means  to  more  effective 
expression  and  communication.     The  spirit  determines 


ADAPTATIONS   OF  THE  SEQUENCE-METHOD.        45 

the  letter.  The  system  must  not  be  misconceived  as 
designing  to  minimize  the  importance  of  detail  work  in 
language.  It  rather  attempts  to  vitalize  such  work. 
By  laboring  incessantly  for  clearness  of  thought  it  goes 
far  toward  insuring  clearness  of  expression  (and  by 
clearness  is  meant  technical  accuracy  Avithout  which  is 
chaos) ;  but  none  the  less  does  it  recognize  the  correlative 
truth,  that  clearness  of  expression  reacts  upon  and  still 
further  clarifies  thought.  The  children  are  led  little  by 
little  to  make  more  effective  for  purposes  of  communi- 
cation the  spontaneous  expression  of  their  own  thoughts, 
and  in  this  way  some  principles  of  technical  composition 
and  grammar  gradually  become  clear-cut  to  them. 

For  example,  the  principles  of  unity  and  proportion 
in  paragraphs,  and  the  different  types  of  paragraph 
structure,  may  in  this  way.  be  early  impressed  upon 
the  pupil's  mind.  Next  naturally  follows  the  proper 
relating  of  the  parts  of  the  paragraph  through  the 
use  of  coordinating  and  subordinating  connectives, 
relatives,  parallel  construction,  and  the  like.  The  mi- 
nute structure  of  the  paragraph  may  then  be  attacked, 
and  the  pupil's  attention  called  successively  to  such  mat- 
ters as  the  unity  and  coherence  of  the  sentences,  the 
principles  of  good  use,  the  origin  and  history  of  words, 
the  use  of  prefixes  and  sufBxes,  the  discrimination  of 
synonyms,  and  the  value  of  the  various  figures  of  speech. 
The  sequence  also  lends  itself  readily  to  study  the  dif- 
ferent types  of  discourse,  namely,  description,  narra- 
tive, exposition,  and  argument. 

To  illustrate  all  phases  of  this  technical  study  of  lan- 
guage, as  pursued  through  the  medium  of  the  sequence, 
would  require  a  good  deal  of  space.     It  will,  perhaps. 


46  ORGANIC  EDUCATION. 

be  sufficient  to  give  a  few  examples  from  that  most 
perplexing  subject,  technical  grammar.  Suppose  that 
the  work  for  the  day  is  to  bring  the  pupils  to  an  appre- 
ciation of  the  nature  of  descriptive  adjectives.  The 
teacher  says  nothing  about  descriptive  adjectives.  She 
does  not  even  introduce  the  term.  Instead,  she  presents 
to  the  children  some  story  which  lays  hold  upon  their 
interest,  let  us  say  the  story  of  Orpheus.  Her  aim  now 
is  not  to  discover  whether  they  can  use  the  term  "  de- 
scriptive adjective  "  glibly,  but  first,  whether  they  have 
clear  mental  images  of  the  personages  and  events  of 
the  story,  and  second,  whether  they  can  express  these 
images.  She  may  ask  one  child  how  he  pictures  the 
appearance  of  Orpheus.  Remembering  that  Orpheus 
is  the  son  of  Apollo,  the  child  may  reply,  "  I  think  of 
him  as  having  golden  hair."  "  But,"  asks  the  teacher, 
"how  can  you  say  what  you  think  of  him  in  the  short- 
est way  ?  "  And  one  child  or  another  will  reply,  "  The 
golden-haired  Orpheus."  In  similar  fashion  some  child 
might  think  of  his  power,  and  call  him  "the  mighty 
Orpheus."  Another  might  think  of  him  as  he  was 
after  he  had  lost  Eurydice,  and  call  him  "the  stricken 
Orpheus,"  And  so  on.  In  this  way  a  series  of  pic- 
tures of  Orpheus  as  he  appeared  at  different  stages  of 
the  story  could  be  drawn  out,  the  descriptive  adjec- 
tive in  every  case  coming  as  the  result  of  the  mental 
image  formed  by  the  children.  The  net  result  could 
then  be  summed  up  in  some  such  sequence  as  the  fol- 
lowing :  — 

The  golden-haired  Orpheus  played. 
The  lovable  Orpheus  charmed. 
The  mighty  Orpheus  won. 


ADAPTATIONS   OF  THE  SEQUENCE-METHOD.       47 

The  stricken  Orpheus  grieved. 
The  forlorn  Orpheus  visited. 
The  faithful  Orpheus  secured. 
The  anxious  Orpheus  lost. 

When  the  story  had  been  fixed  in  mind,  the  teacher 
would  by  questioning  bring  out  the  use  of  the  adjec- 
tives, and  give  the  technical  name  for  such  words. 
If  the  children  were  old  enough,  the  teacher  might  at 
this  point  refer  them  to  their  text-books  for  a  more 
accurate  statement  of  the  definition. 

The  following  illustrate  the  application  of  the  se- 
quence to  a  variety  of  grammatical  conceptions. 

Grammatical  Subject  and  Prkdicate  —  Noun  and  Verb:  — 

Orpheus  played.  Orpheus  visited. 

Orpheus  charmed.  ^  Orpheus  secured. 

Orpheus  won.  Orpheus  lost. 

Orpheus  grieved. 

Logical  Subject  and  Predicate  —  Nouns:  — 

Orpheus,  the  son  of  Apollo,  played  on  the  lyre. 

The  mighty  Orpheus  charmed  all  who  heard  him. 

The  beautiful  musician  won  the  love  of  Eurydice. 

The  golden-haired  son  of  Apollo     grieved  for  his  lost  wife. 

The  grieving  god  ^  secured  Pluto's  consent  by  his 

wonderful  music. 
Orpheus,  not  able  to  resist  temp-  I  lost  the  wife  he  had  regained 
tation,  i      by  so  much  effort. 

Pronouns : — 

He      played.  That     visited. 

Who   charmed  (what)?  Which  secured? 

This    won.  One        lost. 
Each  grieved. 


48 


ORGANIC  EDUCATION. 


The  Possessive  Case:  — 


Apollo's  son 
The  sungod's  heir 

played, 
charmed. 

Eurydice's  lover 
Sorrow's  victim 
Hope's  encouraged  hero 
Music's  best-loved  master 

won. 
grieved, 
visited, 
secured. 

The  lyre's  master 

lost. 

Verb  Phrases  :- 

- 

Orpheus 
Orpheus 
Orpheus 

had  played.                         Orpheus     was  grieving. 

did  not  only  charm.           Orpheus    would  have  secured. 

had  won.                              Orpheus     must  have  lost. 

Adverbs  :  — 

Orpheus    played        skilfully. 

^  <  often. 
While     Orpheus     charmed  j  ^^^^-j 

i  already. 
Before    Orpheus     won  ^  ^^.^ dually. 

-     i  much. 
Orpheus     grieved     ^  ^^^^^i^^^^^Hy. 

Orpheus    visited      \  J^^^' 
^  ( finally. 

Orpheus     secured       accordingly. 

Orpheus     lost  afterward. 


Prepositions  : 


Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 


played 

charmed 

won 

grieved 

visited 

secured 

lost 


on  the  lyre. 

by  his  music. 

ere  long. 

without  hope. 

notwithstanding  the  difficulties. 

because  of  the  magic  of  his  playing. 

despite  all  he  had  endured. 


ADAPTATIONS   OF  THE  SEQUENCE-METHOD.      49 


Verbs,  Transitive  and  Intransitive:  — 

Orpheus  played. 

Orpheus  charmed  —  trees. 

Orpheus  won  —  Eurydice. 

Orpheus  grieved. 

Orpheus  visited  —  Hades . 

Orpheus  secured  —  the  consent  of  Pluto. 

Orpheus  lost  —  Eurydice. 

Conjunctions  :  — 
Orpheus     charmed  not  only  the  objects  of  nature,  but  people  as 

well. 
Orpheus     won  the  heart  of  nature,  moreover  the  love  of  the  fair 

maiden  Eurydice. 

Orpheus     grieved,  but  not  alone,  for  all  nature  gideved  with  him. 

.  .     -  ^,        (in  order  that  he  might  regain  Eurydice  ; 

Orpheus     visited  rluto -<    ^.,iiii         \  ^    j    4.      •    -u-  4. 

^  I  still  he  had  much  to  do  to  win  his  consent. 

Orpheus     secured  the  consent  of  Pluto  when  he  brought  tears  to 

the  eyes  of  Persephone. 

Orpheus     lost  Eurydice  because  he  looked  back. 

Verbs,  Active  and  Passive  :  — • 

Orpheus  played  and  nature  was  moved. 

Orpheus  charmed  and  trees  were  uprooted. 

Orpheus  won  and  Eurydice  was  gained. 

Orpheus  grieved  and  the  world  was  saddened. 

Orpheus  visited  Hades  and  Pluto's  heart  was  melted. 

Orpheus  secured  his  consent  and  Eurydice  was  delivered  to  him 

Orpheus  lost  Eurydice  and  w^as  punished. 

Participles  and  Infinitives  :  — 

Orpheus,  playing,  moved  stones. 

To  charm  all  nature  was  the  gift  of  Orpheus. 

To  win  Eurydice  required  the  skill  of  Oi'pheus. 

Orpheus,  grieving  for  his  loss,  wandered  o'er  the  earth. 

Orpheus  planned  to  visit  Hades. 

Securing  the  consent  of  Pkito,  he  led  his  wife  forth. 

To  lose  Eurydice  now,  was  to  undo  all  his  weary  work. 


50  ORGANIC  EDUCATION. 

The  playing  Orpheus  —  Playing  his  magic  lyre,  Orpheus  drew  to 
him  all  nature. 

To  Orpheus  alone  it  was  given  to  charm 
even  the  stones. 

Winning  the  love  of  Eurydice,  his  happi- 
ness was  complete. 
The  grieving  Orpheus — Grieving  for  his  lost  Eurydice,  Orpheus 
caused  gods  and  nature  to  mourn  with 
him. 

Orpheus  overcame  all  obstacles  in  his  deter- 
mination to  visit  Hades. 

Pluto's  consent  secured,  Orpheus  now  led 
Eurydice  forth. 

The  use  of  the  sequence  in  reading  demands  perhaps 
a  brief  statement  before  leaving  this  subject.  In  the 
first  grade,  as  in  all  others,  every  story  is  told  from  a 
sequence-skeleton  in  the  teacher's  mind.  When  it  has 
been  told  by  the  teacher,  drawn  from  the  children  by 
questions,  and  retold  by  several  of  them  at  different 
times  so  that  the  order  of  events  is  thoroughly  familiar 
to  them,  the  sequence  is  written  or  printed  upon  the 
board,  and  the  children  read  it,  not  from  knowledge  of 
a  single  word  or  letter,  but  simply  because  they  know 
what  is  said,  and  the  order  in  which  it  is  said.  They 
are  able,  after  some  drill  in  that  particular,  to  pick 
out  any  given  line,  such  as  "  The  caterpillar  grows," 
from  any  other ;  at  first  because  of  the  order  in  which 
it  occurs,  but  later  when  the  teacher  has  disarranged 
the  original  order.  Having  learned  to  identify  each 
line  in  any  position  upon  the  board,  they  come  to  know 
each  word,  as  they  have  previously  become  familiar  with 
each  line. 

In  this  way  the  sequence  is  used  for  teaching  reading 


ADAPTATIONS   OF  THE   SEQUENCE-METHOD.       51 

by  the  logical  method  of  differentiating  a  homogeneous 
whole  into  its  constituent  elements.  This  plainly  is 
simply  an  extension  of  the  idea  involved  in  the  old 
"  word  "  and  ''  sentence  "  methods,  and,  it  is  believed, 
marks  such  an  advance  over  the  ordinary  method  of 
learning  to  read  from  words  up  to  sentences,  as  did  the 
word-method  over  the  still  older  plan  of  proceeding  from 
letters  to  words.  It  is  first  and  essentially  thought-read- 
ing ;  only  later  and  secondarily  the  reading  of  signs  of 
thought.  In  the  opinion  of  the  teachers  who  have  used 
this  method,  it  has  conclusively  demonstrated  that  a  child 
can  read  anything  it  can  understand,  lack  of  compre- 
hension of  the  thought  involved  being  the  only  barrier, 
not  the  number  of  syllables  in  a  word,  not  poetical 
inversions  of  structure,  or  any  other  formal  condition 
whatsoever.  The  telling  of  the  story  by  the  children, 
and  their  answers  to  questions  upon  it,  serve  as  a  test 
of  their  comprehension  of  the  ideas  involved ;  and  from 
this  point  their  ability  to  read  the  story  is  assured. 

It  will  hardly  be  necessary  to  describe  in  detail  the 
use  of  the  sequence-method  in  geography,  measure, 
natural  science,  history,  civil  government,  drawing,  and 
the  other  branches  taught  in  the  school.  The  general 
statements  made  heretofore  upon  the  subject  will  serve 
to  indicate  the  typical  manner  of  its  use.  It  might  be 
added  that  to  say  that  the  sequence  is  used  in  all  these 
subjects  is  only  to  affirm  that  the  principle  of  organiza- 
tion permeates  the  details  of  the  work  in  all  the  grades. 
There  are  not  two  principles  here,  but  one.  Each  indi- 
vidual lesson  is  an  organization  no  less  than  is  the 
whole  system.  The  sequence  is  not  for  itself,  but  for 
organization. 


CHAPTER   VI. 

THE  FORMAL   STEPS. 

On  the  method,  or  formal,  side,  the  work  embodies 
the  fundamental  principles  discussed  in  the  previous 
chapter.  Not,  indeed,  that  the  methods  employed  have 
been  adopted  with  a  view  to  their  consonance  with  the 
general  theory.  In  fact,  as  has  been  already  perhaps 
sufficiently  indicated,  the  general  theory  was  born  of 
the  practical  work,  not  the  work  of  the  theory.  And 
the  methods  used,  both  in  general  and  in  detail,  have 
come  into  being  as  the  result  of  long  experimentation, 
being  in  no  sense  deductions  from  a  preconceived  idea. 
They  may  all,  however,  be  interpreted  in  the  light  of 
the  fundamental  principle  of  the  entire  system  —  that 
of  the  progressive  organization  of  interests.  For  in- 
stance, each  lesson  is  presented  by  the  teacher  accord- 
ing to  certain  formal  steps  ^  which  seem  to  represent 
most  definitely  the  essential  stages  in  the  organization 
of  any  new  interest.  These  steps  may  perhaps  appear 
unnecessarily  rigid  in  terminology  and  distinctions,  but 
they  should  be  regarded  by  the  teachers  essentially  as 
guide-posts,  unimportant  in  themselves,  though  all- 
significant  as  indicators  of  the  road. 

The  teacher  should  first  prepare  for  every  lesson,  on 

1  It  should  be  stated  that  these  formal  steps  are  an  adaptation  of 
those  defined  by  the  Herbartian  school. 

52 


THE  FOBMAL   STEPS.  53 

her  own  part,  by  thinking  out  in  detail  the  subject- 
matter  of  the  lesson  in  its  relations  to  the  interests  of 
the  children  as  she  knows  them,  determining  definitely, 
on  this  basis,  both  the  general  and  the  specific  purpose 
of  presenting  the  subject  to  them  at  all.  On  the  chil- 
dren's part,  she  will  make  preparation  by  bringing  to 
the  foreground  of  their  consciousness  some  known  in- 
terest of  theirs,  which  the  material  she  intends  to  pre- 
sent will  still  further  stimulate  and  satisfy.  Suppose, 
for  instance,  that  she  wished  to  give  a  lesson  upon  the 
Invention  of  Printing.  She  will  prepare  for  it  by  re- 
calling to  the  children's  minds  the  progress  they  have 
before  noted  in  the  means  used  for  communication, 
from  the  carved  stone  or  vase  of  the  Ancient  Aryans, 
through  the  Persian  stamped  bricks  and  cylinders,  the 
Greek  vellum  manuscript,  and  the  Roman  papyrus  rolls, 
down  to  the  illuminated  parchment  of  chivalric  days. 

Their  interest  in  this  progressive  development  now 
demands  further  satisfaction  in  the  presentation  of  the 
new  materials,  namely,  the  story  of  the  cheapening  of 
paper,  the  experiments  with  block-printing  upon  it,  and 
finally  the  invention  of  movable  types. 

The  next  step  is  termed  "  organization,"  though  the 
name  belongs  rather  to  the  whole  process  than  to  any 
single  stage  in  it.  However,  since  this  step  is  the 
climax  of  the  lesson,  and  no  other  word  seems  adequate 
to  convey  the  breadth  and  thoroughness  of  the  desired 
interrelating,  the  term  "  organization  "  may  perhaps  be 
allowed  to  stand.  The  new  material,  if  it  is  not  to  be 
a  dead  weiglit  instead  of  a  vital  experience,  must  grow 
naturally  out  of  the  previous  knowledge  of  the  chil- 
dren, enriching  all  the  old  facts  and  giving  impetus  to 


54  ORGANIC  EDUCATION. 

the  organization  of  new.  To  insure  this  result,  the 
teacher  must  not  only  see  that  each  point  presented  is 
clearly  conceived,  but  must  develop  carefully  from  the 
history  of  former  methods  of  communication,  and  from 
the  history  of  the  age  in  which  printing  was  invented, 
the  relations,  industrial  and  social,  between  this  period 
and  all  others,  which  made  such  invention  possible  in 
its  own  age  as  not  before.  By  this  means  the  children 
are  enabled  to  discover  the  meaning  of  this  new  inven- 
tion and  of  the  long  struggle  toward  it  through  the 
ages.  By  tactful  questioning  they  can  be  led  to  see 
for  themselves  why  men  wanted  means  of  communica- 
tion at  all,  and  thus  to  formulate  with  greater  or  less 
definiteness  the  idea  of  the  brotherhood  of  man,  the 
unity  of  society,  or  the  principle  of  cooperation  — 
whichever  forms  of  the  conception  may  seem  most 
natural  or  true.  This  point  is,  of  course,  not  to  be 
forced ;  but  if  the  interest  of  the  children  be  fairly  met 
at  every  point  and  not  obstructed  by  the  presentation 
of  the  facts  really  or  apparently  unrelated,  they  will 
follow  its  trail  far  beyond  the  blazings  of  ordinary 
travel,  to  the  ultimate  meaning  discernible  by  them. 
This  step  is  called  generalization  or  abstraction. 

The  underlying  meaning  or  principle  should,  when 
disclosed,  be  used  as  a  clew  to  determine  the  significance 
of  other  related  phenomena.  In  this  case  the  meaning 
of  communication  may  be  applied  to  the  newspapers  of 
the  present,  to  the  letter-writing  of  the  children,  and  to 
written  work  they  do  in  school,  with  a  view  to  estab- 
lishing the  essential  characteristics  of  such  forms  of  in- 
tercourse. And  this  application  may,  perhaps,  enable 
the  children  to  see  why  their  own  writing  should  be 


THE  FORMAL   STEPS.  55 

interesting  and  clear  for  purposes  of  effective  communi- 
cation, as  they  might  not  otherwise  see  it. 

The  last  step,  that  of  reproduction  or  expression, 
should  be,  if  reproduction,  either  the  drawing,  making, 
or  description  of  a  printing-press,  or  if  expression,  the 
children's  own  use  of  the  principle  of  communication  as 
they  understand  it.  They  may,  for  instance,  write  the 
story  of  the  invention  of  printing  in  such  a  way  as  best 
to  answer  the  ends  of  communication,  illustrating  it  with 
drawings  or  models  of  their  own,  representative  of  the 
various  stages  of  development  in  the  art  of  written  or 
printed  intercourse. 

Such  are,  in  large,  the  formal  steps  followed  by  the 
teacher  in  the  presentation  of  new  material ;  namely, 
preparation,  presentation,  organization,  generalization, 
or  abstraction,  application,  and  expression.  They,  like 
formalities  of  every  sort,  will  be  found  better  calculated 
for  service  than  for  authority.  The  live  teaclier,  how- 
ever, does  not  need  such  caution.^ 

1  See  Appendix  C. 


PART  II. 

OUTLINES   OF   THE   PRACTICAL   WORK. 


"That  they  might  have  life,  and  that  they  might  have  it  more 
abundantly." 


CHAPTER   VII. 

INTRODUCTION   TO   THE   OUTLINES. 

A  FEW  words  of  explanation  may  perhaps  be  necessary 
before  taking  up  the  work  for  the  grades  outlined  in  the 
following  chapter. 

In  the  first  place  it  should  be  stated  that  the  outlines 
which  follow  were  prepared  upon  the  supposition  that 
the  reader  has  previously  followed  with  some  care  the 
account  given  in  Chapters  I.-V.  of  the  general  theory  of 
the  work  and  the  specific  methods  employed.  Accord- 
ingly the  teacher  who  approaches  the  outlines  without 
this  preparatory  study  will  inevitably  lack  the  clews 
necessary  for  an  adequate  comprehension  of  the  details 
of  the  system  as  applied. 

As  to  the  outlines  themselves,  they  are  in  the  main 
what  the  term  indicates,  —  not  by  any  means  complete 
and  rigid  definitions  of  the  work  to  be  done  in  each 
grade,  but  suggestive  sketches  of  some  work  which 
actually  has  been  and  is  being  done  in  these  grades. 
The  details  of  such  a  system  are  literally  infinite.  No 
effort  has  been  made  to  set  down  upon  these  pages  an 
exhaustive  list  of  the  points  covered  or  the  devices 
used;  in  the  first  place  because  of  the  manifest  im- 
possibility of  so  doing  without  swelling  the  book  to 
undue  proportions,  and  secondly,  because  to  do  so 
would  be  to  invite  slavish  imitation   rather  than  origi- 

69 


60  ORGANIC  EDUCATION, 

nality  on  the  part  of  teachers  who  may  wish  to  adopt  the 
plan.  The  work  of  the  lower  grades  has  been  written 
out  more  fully  than  that  of  the  higher;  both  because 
the  former  involves  a  smaller  quantity  of  material,  and 
because  the  teacher  has  through  study  of  the  work  in 
earlier  stages  become  better  fitted  to  handle  that  of  the 
later  periods  independently. 

The  grades  are  distinguished  by  letter  and  figures,  B 
indicating  the  first  half-year,  and  A  the  second,  so  that 
B  3  means  the  first  half-year  in  the  third  grade,  A  2 
the  second  half-year  in  the  second  grade,  etc. 

In  planning  this  part  of  the  book,  it  was  at  first  a 
serious  question  whether  the  various  periods  should  be 
assigned  to  grades  at  all;  lest  from  such  assignment  the 
inference  might  arise,  that  a  certain  period  in  the  history 
of  civilization  must  invariably  be  handled  in  a  specified 
year  or  half-year.  Now,  as  a  matter  of  fact,  nothing 
could  be  farther  from  the  spirit  of  the  system  than  such 
rigidity.  The  question  of  correspondence  has  been  dis- 
cussed with  some  thoroughness  in  Chapter  I.  and  wiii 
not  be  recanvassed  here ;  but  the  statement  should  be 
made,  to  guard  against  any  possibility  of  misconception, 
that  in  any  school,  no  two  consecutive  years  may  see 
precisely  the  same  assignment  of  periods  to  grades. 
The  general  order  of  periods  may  indeed  be  followed, 
but  it  may  very  well  happen  that  some  periods  will  be 
rapidly  glanced  over,  others  dwelt  upon  for  a  consider- 
able time,  and  sometimes  two  merged  in  one.  The 
standard  is  always  the  children  themselves.  In  some 
schools  a  predominance  of  a  certain  nationality  or  of  a 
certain  class  of  society  with  its  characteristic  conditions 
of  under-feeding,  or  over-stimulus,  will  reduce  to  a  mini- 


INTRODUCTION  TO   THE  OUTLINES.  61 

mum  or  unduly  prolong  a  certain  period,  in  which  case 
of  course  the  work  must  be  adjusted  to  meet  these  con- 
ditions. And  almost  without  exception  it  will  be  found 
at  the  beginning  of  a  year  that  in  every  room  are  one  or 
more  children  whose  stage  of  development  corresponds 
to  a  period  other  than  that  to  which  the  grade  is  devoted. 
And  in  this  case  the  pupil  should  always  be  transferred 
to  his  proper  grade.  In  all  cases  the  actual  status  of  the 
children's  minds  determines  the  work  to  be  done.  It 
will  be  noticed  that  sometimes  a  half-year  is  devoted  to 
each  period  treated,  and  sometimes  two  periods  are 
covered  in  a  single  semester,  as  in  the  case  of  the 
Germanic  and  the  Chivalric  periods,  in  B  3.  This 
arises,  as  has  been  intimated,  from  the  needs  of  a  par- 
ticular school  as  shown  by  actual  experiment.  Other 
schools  drawn  from  different  classes  or  nationalities 
would  undoubtedly  demand  a  different  assignment  of 
the  periods. 

The  analysis  of  character  under  each  period  is,  prima- 
rily, an  analj^sis  of  the  development  of  the  child  at  the 
stage  in  his  life  to  which  the  period  in  question  should 
be  assigned.  It  is  thus  intended  for  the  guidance  of  the 
teacher  herself,  to  enable  her  to  place  the  children  in 
their  proper  grades,  so  far  as  she  can  determine  them, 
and  to  take  the  children's  point  of  view  in  presenting 
any  material  to  them.  The  "  Ethical  Aims,"  it  need 
hardly  be  said,  should  underlie  all  the  presentation  of 
material,  not  necessarily  to  be  made  explicit,  but  always 
to  be  consciously  used  by  the  teacher.  These  ethical 
aims  represent  the  educational  value  of  the  period,  and 
are  thus  supremely  important. 

Each  period,  as  represented  by  a  certain  type-charac- 


62  ORGANIC  EDUCATION. 

ter,  is  divided  somewhat  arbitrarily  into  various  head- 
ings, such  as  Appearance,  Clothing,  School,  etc.,  under 
which  the  life  of  the  period  is  comprised.  The  purpose 
of  these  headings  may  be  briefly  indicated,  first  on  the 
negative  side.  They  are  not  designed  to  be  blindly  fol- 
lowed by  the  teacher  in  her  presentation  of  the  period 
to  the  children.  Their  purpose  is  largely  that  of  con- 
venience, enabling  the  teacher  to  trace  for  herself  the 
various  lines  of  progress  from  age  to  age,  and  thus  to 
gain  a  more  distinct  and  orderly  conception  of  each 
period  in  its  specific  relations  to  every  other.  The 
divisions  may  also  serve  to  assure  the  teacher  that  she 
has  omitted  no  essential  points  in  either  preparation  or 
presentation,  and  to  test  the  knowledge  of  the  children 
in  reviewing  a  given  period.  But  it  must  not  be  sup- 
posed that,  in  the  study  of  the  Roman  period,  for  in- 
stance, the  teacher  shall  conscientiously  complete  the 
topic  of,  say,  social  life,  before  she  allows  herself  to 
touch  upon  that  of  the  church.  In  any  of  the  earlier 
civilizations,  especially,  the  different  strands  of  life  are 
so  intertwined  that  to  attempt  to  keep  them  rigidly 
apart  is  to  do  violence  to  the  spirit  of  the  age  itself.  In 
general  the  order  of  topics  set  down  may  be  followed, 
and  whether  followed  or  not  it  should  always  be  clearly 
defined  in  the  mind  of  the  teacher ;  but  only  to  clarify, 
not  to  dominate,  the  manner  of  presentation. 

The  material  collected  under  these  headings  is  con- 
sidered first  Bs  embodied  in  somewhat  commonplace  or 
prosaic  form  in  the  actual  clothing  worn  by  the  common 
people,  the  homes  they  really  lived  in,  and  the  social, 
political,  and  religious  life  they  themselves  knew.  But 
the  life  of  the  people  may  not  all  be  comprised  within 


INTRODUCTION   TO   THE  OUTLINES.  63 

these  more  complete  and  prosaic  forms.  Much  of  it, 
comparatively,  may  not  yet  have  reached  that  advanced 
stage  of  realization.  Such  portions  we  shall  find  ex- 
pressed in  their  art  —  their  architecture,  sculpture, 
painting,  literature,  or  music.  And  this  feature  of 
their  civilization  .must  not  by  any  means  be  neglected, 
as  it  heralds  the  next  step  in  the  progress  of  the  race, 
and  hence  of  the  world.  The  institutions  and  the  art 
of  a  nation  are,  however,  only  the  foreground  of  its  life. 
In  the  background  are  always  the  physical  conditions 
known  to  it,  the  configuration  and  climate  of  the  coun- 
try, its  natural  products,  grains,  fruits,  trees,  and  flow- 
ers, its  native  birds  and  animals.  These  represent  a 
controlling  feature  in  civilization,  definitely  condition- 
ing all  progress. 

The  life  of  the  people,  as  embodied  in  their  art  and  in 
their  practical  life,  and  as  conditioned  by  natural  en- 
vironment, constitute  the  raw  material  as  it  is  to  be  used 
by  the  teacher,  and  has  been  placed,  in  the  outlines, 
under  the  head  of  "  The  Story."  Not  that  it  is,  in  its 
present  form,  deserving  of  that  name.  It  is,  as  yet, 
only  material,  sometimes  only  the  references  to  the 
sources  for  material,  which  the  teacher  herself  must 
cast  into  the  form  of  a  story,  or  rather,  of  several 
stories,  adapted  in  thought  and  phrasing  to  the  chil- 
dren of  the  grade.  This  story  forms  the  basis  or  start- 
ing-point for  all  the  following  work  of  the  period  under 
this  head. 

Nature-study  has  for  its  purpose  the  revelation  of  the 
value  and  possibilities  of  natural  environment.  This  is 
accomplished  through  sliowing  from  stage  to  stage  the 
gradual  progress  of  civilization  through  the  discovery 


64  ORGANIC  EDUCATION. 

of  the  adaptation  of  nature  to  men's  physical,  indus- 
trial, aesthetic,  and  spiritual  needs,  and  through  the 
study  by  the  children  of  their  own  environments. 

The  sequence-method  is  used  both  in  the  information 
and  observation  lessons.  The  material  representing  the 
civilization  of  any  age  is  traced  back  to  its  sources  and 
the  study  of  its  life-history  as  a  part  of  the  natural 
world  is  followed  by  a  study  of  the  processes  employed 
till  it  emerges  in  the  manufactured  object.  In  observa- 
tion lessons  the  static  condition  of  any  object  is  mean- 
ingless except  as  it  reveals  past  or  points  to  future 
achievement;  hence  the  use  of  the  sequence. 

"  Comparison  "  means  the  relating  of  the  life  of  this 
past  civilization  to  the  life  of  the  present,  with  a  view 
to  enriching  the  child's  consciousness  of  both.  It  in- 
volves a  comparison  of  the  physical  conditions,  scientific 
conceptions  and  processes,  the  everyday  industrial,  com- 
mercial, and  social  life  of  the  past  period  with  that  of 
the  present,  and  of  the  art  of  the  period  embodying  cer- 
tain ideals,  with  the  art  of  the  present  expressive  of 
modern  ideals  of  the  same  subject. 

In  order  to  compare  intelligently  the  civilization  in 
question  with  our  own,  we  must  first  compare  it  with 
the  civilizations  behind  it,  that  we  may  see  in  Avhat 
direction  the  line  of  progress  seems  to  point.  And  not 
only  do  we  compare  the  period  studied  with  the  past 
and  with  the  present,  both  in  their  realized  and  in  their 
more  ideal  aspects  ;  but  we  compare  the  art  side  of  every 
given  civilization  with  its  practical  side,  with  a  view  to 
determining  what  influence  the  one  exerted  upon  the 
other.  The  heading  "Comparison,"  in  short,  indicates 
several  cognate  ways  in  which  the  material  is  handled. 


INTRODUCTION   TO   THE  OUTLINES.  65 

Another  way  is  by  "  Measure,"  the  third  sub-topic. 
Here  "  Comparison  "  is  only  carried  a  step  farther,  to 
greater  exactness.  The  products,  industries,  etc.,  of  the 
period  in  question  are  measured  by  the  standards  in  use 
at  that  time.  Our  own  corresponding  products  and  in- 
dustries are  likewise  measured  by  certain  of  our  own 
standards.  The  standards  of  the  period  studied  are 
compared  with  those  of  past  periods  and  with  our  own, 
to  call  attention  to  the  growth  in  exactness.  As  the 
process  of  using  the  standards  of  different  periods  in- 
volves the  formation  of  exact  conceptions  both  of  num- 
ber and  of  form,  this  topic  represents  the  mathematics 
side  of  our  study,  as  "The  Story"  and  "Comparison" 
represent  its  history  and  sociology  or  philosophy  side. 

As  the  use  of  number  arose  from  a  demand  for  accu- 
racy in  limiting  quantity,  that  is,  in  measuring,  and  as 
measuring  is  of  value  only  when  there  is  a  standard  of 
measurement,  it  would  seem  that  children  should  be 
taught  the  ready  and  accurate  use  of  numbers  in  con- 
nection with  measuring  by  means  of  a  fixed  standard. 
Since  also  the  use  of  numbers  grew  out  of  man's  need, 
and  is  of  value  to  the  child  only  as  it  is  connected  with 
his  everyday  living,  it  should  be  presented  by  teaching 
him  the  use  of  the  standards  as  he  comes  in  contact  with 
them  in  ordinary  life.  This  requires  a  knowledge  both 
of  the  standards  used  in  supplying  individual  needs,  and 
those  growing  out  of  the  relation  of  the  individual  to 
social  institutions.  In  order  that  the  pupil  may  com- 
prehend these  thoroughly,  the  necessity  for  them  should 
be  brought  out  and  the  historical  origin  shown. 

Growth  in  knowledge  is  from  the  indefinite  to  the 
definite.     Consequentl}^  in  teaching  number  the  order  is 


66  ORGANIC  EDUCATION. 

from  the  whole  to  the  parts.  In  following  this  princi- 
ple, standards  are  taught  first  as  a  whole,  then  the  most 
obvious  or  essential  parts  and  smaller  units  of  measure 
composing  the  larger  are  taught,  then  other  parts. 

A  standard  may  be  taught  as  a  whole  in  one  grade 
and  analyzed  in  the  next,  according  to  this  principle,  or 
in  one  grade  the  whole  and  parts  most  commonly  used, 
and  less  well  known  parts  or  measures  in  the  next  grade. 
These  standards  should  be  taught  by  the  actual  use  of 
them  and  by  finding  where  they  are  used  in  everyday  life. 
Although  number  ideas  are  gained  through  their 
constant  use  in  measuring  by  means  of  standards,  the 
number  concepts  may  be  made  permanent  and  the 
abstraction  formed  by  finding  where  the  same  number 
concept  has  significance  in  nature,  human  life,  or  in  art. 
For  example,  six  has  significance  in  nature  in  the  parts 
of  the  perianth  of  the  lily,  the  sides  of  crystals,  the  legs 
of  a  butterfly,  the  six  points  of  a  snowflake ;  in  the 
affairs  of  human  life  in  the  six  sides  of  a  trunk  or  box ; 
in  art  in  the  units  of  design  having  six  parts. 

To  summarize:  In  the  lower  grades  the  children 
work  with  standards  of  measurement  of  different  kinds, 
and  the  relations  of  number  and  the  operations  that  may 
be  performed  with  them  are  learned  through  their  con- 
crete use  ;  in  the  beginning  quite  incidentally,  but  with 
more  and  more  of  conscious  purpose.  In  the  middle 
grades,  while  there  is  always  a  use  for  the  numerical 
operation,  the  attention  of  the  children  is  turned  more 
particularly  to  the  mastering  of  the  operation  till  they 
achieve  its  ready  and  accurate  use.  In  the  upper 
grades,  the  emphasis  is  upon  continually  wider  co- 
operation, which  demands  the  application  of  what  has 


INTRODUCTION   TO    THE  OUTLINES.  67 

gone  before.  Thus  the  subject  of  interest  may  involve 
merely  cooperation  among  individuals ;  taxes,  among  a 
community ;  brokerage  and  exchange,  among  nations. 

''  Expression,"  as  the  name  indicates,  means  the  natu- 
ral outflowing  of  the  ,brain-activity  of  the  children,  as 
stimulated  by  the  presentation  of  the  material,  into  the 
various  channels  of  art  and  industry.  It  is  not  alone 
reproduction,  but  invention  as  well  by  means  of  spoken 
or  written  language,  singing,  drawing,  painting,  tracing, 
cutting  from  paper,  moulding,  and  making.  All  this  is 
as  spontaneous  as  may  be,  the  teacher  leaving  all  that  she 
can  for  the  children  themselves  to  contrive,  not  thinking 
for  them,  but  stimulating  them  to  think  for  themselves. 

In  conclusion  it  may  be  said  that  the  wise  teacher 
will  first  of  all  make  herself  thoroughly  familiar  with 
the  historical  material  for  tier  grade,  from  sources  as 
near  first-hand  as  possible,  not  relying  upon  the  out- 
lines to  do  her  work  for  her.  And  in  order  to  know 
this  material  in  such  a  manner  as  to  present  it  by  com- 
parison, she  must  necessarily  acquaint  herself  with  the 
material  of  all  the  other  periods  studied,  particularly 
those  prior  to  her  own.  And  she  will  unceasingly 
study  the  children  of  her  grade,  determining  the  stage 
of  mental  development  at  which  each  has  arrived,  and 
adapting  her  work  in  accordance  with  the  demands  of 
the  actual  situation.  To  such  a  teacher  these  outlines 
may  perhaps  be  suggestive,  and  thus  to  a  degree  help- 
ful ;  but  they  will  only  lay  upon  her  with  still  greater 
urgency  the  obligation  to  study  her  material  (both  that 
in  the  seats  of  the  schoolroom  and  that  on  the  library 
shelves),  to  use  her  own  judgment,  and  to  stand  upon 
her  own  feet. 


CHAPTER   VlII. 

THE   W^ORK    OF   THE   GRADES,    IN    OUTLINE. 

HIAWATHA,   THE  INDIAN   BOY. 
Grade  B  1. 
Ages  of  children,  5  to  6  years. 
A.     ANALYSIS    OF   CHARACTER. 

The  child  at  this  age  is  yet  in  the  dawning  of  his 
mental  life.  The  dominant  interest  of  this  period  of 
development  may  be  characterized  as  sense  hunger. 
His  interest  is  a  veritable  hunger  which,  to  satisfy 
itself,  seizes  upon  every  fact  of  the  natural  and 
institutional  world  that  comes  within  the  range  of  his 
senses.  That  which  satisfies  him  holds  him  spellbound 
till  the  interest  is  exhausted  or  a  new  subject  appears 
upon  the  horizon.  The  child  may  wander  away  allured 
by  some  fascinating  object,  as  a  bird  or  a  hand-organ, 
totally  unconscious  that  he  is  wandering  and  with  no 
intention  of  doing  wrong.  As  the  child's  craving  is 
satisfied  his  senses  are  sharpened,  his  sense  impressions 
grow  to  be  clear-cut  and  vivid.  If  properly  directed,  he 
observes  every  phenomenon  with  exactness  and  comes 
to  connect  many  of  them  with  an  antecedent  phenome- 
non—  to  get  some  rudimentary  notion  of  cause  and 
effect.     In  brief,  he  begins  at  this  epoch  to  organize 

68 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.        69 

his  knowledge.  And  this  incipient  organization  creates 
of  itself  a  demand  for  more  knowledge.  Every  fact 
becomes  doubly  interesting  to  him  because  it  stands  in 
certain  relations  to  other  facts  that  he  knows.  As  the 
child  at  this  age  has  less  power  of  inhibition  than  at 
later  stages  of  development,  his  limbs  seem  more  imme- 
diately to  respond  to  motor  impulses  and  to  be  more 
directly  connected  with  his  stream  of  consciousness 
than  is  always  desirable.  His  curiosity  leads  him  into 
daring  exploits.  Largely  ignorant  of  the  danger  he 
incurs,  he  does  not  think  of  it  at  all.  An  adventure  to 
him  means  little  more  than  an  experiment,  a  means  of 
getting  at  some  new  fact  or  relation. 

In  his  early  observations,  the  child  tends  to  see  his 
world  as  one  undivided  whole,  not  distinguished  even 
from  himself;  and  he  differentiates  one  phenomenon 
from  another  only  as  his  experiences  bring  to  light  cer- 
tain differences  between  them;  his  tendency  being  to 
see  likenesses  rather  than  differences.  This  means  that 
at  first  everything  to  him  is  alive :  flowers  and  birds 
talk  to  him ;  the  stars  smile  or  the  moon  frowns  at  him  ; 
animals  think  as  he  does ;  the  child  is,  we  say,  imagina- 
tive. This  is  the  period  of  his  strongest  affection  for 
all  things  in  nature.  There  is  now  no  barrier  between 
him  and  them.     He  is,  in  a  real  sense,  one  with  them. 

The  child's  constant  experimentation,  in  the  desire  to 
learn  new  facts,  teaches  him  after  a  while  how  he  him- 
self may  produce  certain  crude  effects  under  certain 
other  equally  primitive  conditions.  Thus  he  contrives 
rude  means  to  his  own  ends,  just  as  Hiawatha  devised  his 
own  implements  of  warfare  or  industry  and  the  necessary 
means  of  communication  and  of  transportation. 


TO  ORGANIC  EDUCATION. 

B.    ETHICAL   AIMS.  \ 

The  foregoing  study  of  the  character  of  the  child  at 
this  stage  of  development  will  perhaps  sufficiently  indi- 
cate to  the  teacher  what  should  be  the  aims  of  the  work 
in  this  grade.  The  child's  curiosity  is  quickened  in 
every  way  possible.  He  is  stimulated  to  ask  questions 
about  everything,  and  to  answer  those  questions,  so  far 
as  may  be,  for  himself,  by  observation  and  by  experi- 
ment, to  use  his  senses  and  his  wits  in  equal  proportions, 
to  be  exact  in  observing  and  in  describing  or  reproduc- 
ing what  is  observed.  He  is  left,  wherever  practicable, 
to  think  his  own  way  out  of  difficulties;  and  thus 
learns  not  only  to  be  more  cautious  about  getting  into 
trouble,  but  to  be  thoughtful,  contriving,  and  self-reliant. 
His  imagination  is  fed  by  the  nature  stories,  in  which 
personification  is  largely  used,  and  kindness  to  all  ani- 
mate and  inanimate  things  is  made  a  habit. 

To  further  these  aims  the  child  is  encouraged  to  com- 
pare himself  with  Hiawatha  in  respect  to  self-reliance, 
ability  to  contrive,  accuracy  of  observation,  etc.,  until 
the  ideal  has  taken  firm  root  in  his  mind  and  is  used  as 
a  standard  unconsciously.  The  teacher  takes  care  that, 
in  general,  the  child  shall  measure  himself  against  the 
ideal,  rather  than  by  another  child  in  the  room ;  for  the 
latter  course  too  easily  induces  feelings  of  superiority 
and  self-righteousness. 

C.    MATERIAL. 

In  this  grade  the  nomadic  period  of  civilization  is 
covered,  Hiawatha,  the  Indian  boy,  being  the  type  of 
the  period,  and  Longfellow's  Hiawatha  the  basis  of  the 


THE   WORK  OF  THE   GRADES,  IN   OUTLINE.        71 

study.  The  Indian  boy  had  to  depend  upon  the  keen- 
ness of  his  senses  for  food,  clothing,  and  shelter.  He 
had  only  the  germ-ideas  of  civilization.  This  period 
has  been  chosen  as  representing  most  adequately  the 
mental  status  of  the  child  just  entering  school. 


I.    Character. 

The  chief  characteristics  have  been  indicated  under 
"Analysis  of  Character."  It, is  intended  that  the  ma- 
terial suggested  under  this  topic,  as  under  all  others, 
should  be  used  as  needed,  and  to  the  extent  that  is 
profitable.  The  order  here  is  logical,  and  not  necessa- 
rily pedagogical.  Very  few  would  care  to  use  all  the 
material.  The  selection  should  grow  out  of  the  needs 
of  the  particular  children  the  teacher  is  working  with. 

Ilhistratioiis  of  Curiosity:  — 

(a)  Positive  (that  is,  with  a  positive  ethical  bearing,  commend- 
able):— 

"  What  is  that,  Nokomis  ?  " 

"Learned  of  every  bird  its  language,"  etc. 

—  From  Hiawatha. 

(6)  Negative  (that  is,  with  a  negative  ethical  bearing,  to  be 
used  as  a  warning)  :  — 

Story  of  Goldilocks  and  the  Three  Bears. 

Instances  of  Daring  :  — 

(a)  Positive  :  — 

Hiawatha's  slaying  of  the  deer;  the  killing  of  Pearl  Feather. 

(b)  Negative :  — 

The  Chicken's  Mistake,  by  Phoebe  Cary. 


72  ORGANIC  EDUCATION. 

Instances  of  Imagination  :  — 

(a)  Positive :  — 

"  Learned  of  every  bird  its  language  "  ; 

"  Of  all  the  beasts  he  learned  the  language  "  ; 

"  Talked  with  them  whene'er  he  met  them,"  etc. 

—  From  Hiawatha. 
The  House  in  the  Woods. 
The  Story  of  the  Dog  Sultan. 
The  Story  of  the  Queen  Bee. 

—  From  Adler's  Moral  Instruction  of  Children. 

(b)  Negative :  — 

The  Story  of  the  Good  Dog,  from  Victor  Hugo's  "  Tales  to  His 
Grandchildren,"  by  Brander  Matthews,  in  Wide  Aivake,  Novem- 
ber, 1886. 

For  Parallel  Stories  may  be  used :  — 
Selections  from  ^sop's  Fables,  such  as  :  — 

TJie  Stag  at  the  Lake, 

The  Cat  and  the  Birds, 

The  Gourd  and  the  Pine, 

The  Oxen  and  the  Axle-Tree;   and  some  of  the  Uncle 
Remus  Stories,  by  Joel  Chandler  Harris. 

Instances  of  Contriving  :  — 
(fl)  Positive:  — 

Hiawatha's  picture-writing  and  canoe-building. 

The  Crow  and  the  Pitcher,  from  ^sop's  Fables. 

(6)  Negative  :  — 

Story  of  the  great  philosopher  who  cut  two  holes  in  the  wall  of 
his  study,  one  large  and  one  small,  by  which  the  cat  and  her  kitten 
might  come  in  and  go  out  as  they  pleased. 

II.    The  Appearance  of  Hia^Aratha. 

1.   The   Story. 

Hiawatha  was  a  tall  boy  for  his  age,  with  a  straight 
and  slender  figure.     His  face  was  the  color  of  a  copper 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.        73 

cent  (the  head  on  a  cent  is  shown),  his  hair  black  and 
straight,  his  eyes  dark,  and  his  cheek-bones  high. 

Remington's  Indian  pictures,  especially  the  illustrations  of 
Hiawatha,  are  used  freely.  (Pictures  of  a  boy  should  be  shown, 
not  of  a  man.)  With  these  may  be  compared  pictures  of  children 
of  the  present  time  in  children's  books  and  magazines,  such  as :  — 

St.  Nicholas, 

The  Child  Garden, 

Little  Men  and  Women,  etc. 

2.  Comparison. 

The  children  of  the  school  are  compared  with 
Hiawatha  in  the  foregoing  points,  that  they  may 
understand  clearly  just  how  Hiawatha  looked. 

3.  Measure. 

With  the  aid  of  the  teacher  the  children  measure 
their  own  and  each  other's  height,  girth,  length  of 
limb,  the  distance  each  can  see  and  hear,  and  the 
keenness  of  his  sight  and  hearing.  Each  learns  to 
count  up  to  the  number  of  years  in  his  own  age.  They 
learn  the  Indian  method  of  measuring  time  by  moons, 
the  names  of  the  different  moons,  the  names  and  the 
number  of  the  months  in  the  school  year.  They  learn 
the  foot  as  a  whole,  and  as  made  up  of  twelve  inches, 
the  half-foot,  the  quarter,  and  the  third. 

4.  Expression. 

The  figure  of  an  Indian  boy  having  been  outlined  by 
the  teacher,  the  children  cut  it  out,  fill  in  the  needed 
lines,  and  color  it  with  crayon  or  paints,  or  they  cut 
from  paper,  without  drawing,  a  representation  of 
Hiawatha.     They  then  draw  some  child  in  the  room, 


74  ORGANIC    EDUCATION. 

and  color  the  picture.  The  children  should  bring  in  or 
have  given  to  them  pictures  to  illustrate  the  seasons, 
months,  articles  used  in  the  care  of  the  body  (as 
sponge,  bath-tub,  combs,  brushes,  etc.). 

The  children  should  keep  notebooks  in  which  cer- 
tain kinds  of  work  may  be  placed  as  a  record  of  pro- 
gressive development.  Many  times  pictures  cut  from 
magazines  and  papers  may  be  pasted  in  the  books 
to  illustrate  some  subject  studied,  sometimes  mimeo- 
graphed copies  of  the  teacher's  work,  sometimes  the 
children's  own  work. 

Songs  :  There  was  a  little  girl. 

To  be  as  sweet  as  a  sweet  red  rose. 

—  From  St.  Nicholas  Song  Book. 

Read  :      "  And  he  looked  at  Hiawatha, 

Looked  with  pride  upon  the  beauty,"  etc. 

5.   Sense  Training. 

The  senses  should  be  tested  on  the  child's  entrance 
into  school.  This  being  particularly  the  period  for 
sense  training,  in  fact  the  period  being  in  its  culmina- 
tion and  decline,  much  should  be  done  to  train  the 
child  in  observation,  both  of  objects  as  wholes  and  in 
what  might  be  called  the  abstract  qualities  of  objects, 
as  color,  form,  size,  position,  etc.  This  should  never 
be  isolated  work,  but  should  be  the  outgrowth  of  the 
topic  of  study.  Results  should  be  expected  in  discrimi- 
nation, reproduction,  and  vocabulary.  Much  of  the 
sense  training  can  be  in  the  form  of  games,  also  the 
exercises  for  the  development  and  training  of  the  body, 
especially  the  limbs.  The  games  should  include  those 
for  strength,  self-control  or  precision,  and  grace.    There 


THE    WORK   OF   THE   GRADES,  IN    OUTLINE.        75 

should  be  an  effort  to  direct  activity  in  all  possible 
ways  rather  than  an  attempt  to  repress  activity.  Other 
games  should  be  for  the  interpretation  of  the  child's 
environment,  both  natural  and  institutional.  Games  for 
the  expression  of  an  ethical  ideal  constitute  the  most 
appropriate  and  valuable  form  of  expi'ession.  Sug- 
gestions for  games  can  be  found  in  the  Pedagogical 
Seminary,  Vol.  III.,  G.  E.  Johnson,  "  Education  by 
Plays  and  Games." 

The  following  outline  is  given  as  a  suggestion.  It 
contains  considerably  more  than  can  be  used  except 
wiiere  the  children  of  this  age  are  in  the  kindergarten 
instead  of  a  primary  room.  The  work  should  be  car- 
ried on  at  least  up  to  the  seventh  year.  It  should  be 
remembered  that  for  results  there  should  be  several 
impressions  and  imagings  of  the  impressions,  that  the 
work  should  be  followed  up  da}^  after  day,  that  there 
should  be  training  of  all  the  different  senses,  and  of 
each  sense  in  more  than  one  direction.  Suggestions 
may  be  gained  in  the  psychological  works  of  Ziehen, 
Titchener,    Scripture,   Wundt,    Baldwin,   Halleck,  and 

Ladd. 

The  Eye. 

Color.  Spectrum,  shades,  tints,  hues,  selected,  sorted,  arranged, 
matched. 

Forms,  shapes,  lines,  distinguished. 

Materials,  metals,  woods,  fabrics,  minerals. 

Animals  distinguished.  Plants  distinguished.  Occupations  in- 
terpreted. 

Aspects  of  the  heavens  :  by  day,  by  night.  Landscape  analyzed. 
Pictures  analyzed. 

Collections  of  objects  named  (quick  perception),  natural,  manu- 
factured, artistic.  Range  of  vision.  Distinctness  and  position 
of  lines. 


76  ORGANIC  EDUCATION. 

Measures:    of  length,  area,  volume,  bulk,  capacity,  exchange 
(money),  units.     Relative  proportion  of  solids,  areas,  lines. 
Distance.     Direction. 

The  Ear. 

Sounds  distinguished  as  to  quality :  harsh,  musical. 
Sounds  distinguished  as  to  intensity :  loud,  soft. 
Sounds  distinguished  as  to  duration. 
Sounds  distinguished  as  to  direction. 

,  ,     ,  .    1     ^  reproduced  with  voice. 

Sounds  distinguished  as  to  pitch :  ^  ,eproduced  with  instrument. 

Sounds  distinguished  as  to  rhythm :  reproduced  with  symbols, 
swinging  the  time. 

Sounds  distinguished  from  different  instruments. 

Sounds  distinguished  from  different  materials. 

Sounds  distinguished  from  different  animals. 

Sounds  distinguished  from  different  things  in  nature  (as  wind, 
water).      Sounds  distinguished  from  different  voices. 

Sounds  distinguished  at  different  distances. 

Smell. 

Flowers,  fruits,  vegetables,  leaves,  woods,  seeds,  minerals,  foods, 
fabrics;  manufactured  articles,  as  drugs,  poisons,  oils,  perfumes. 

Taste  (closely  connected  with  smell). 

Foods,  natural  state:  fruits,  vegetables,  nuts;  cooked  or  pre- 
pared (soda,  corn  starch,  etc.). 

Stems,  leaves,  spices.     Minerals :  salt,  borax,  chalk,  slate,  etc. 

Touch. 

Size  :  measures  of  length,  area,  capacity.  Form,  shapes  (natural, 
manufactured,  type  forms).  Smooth  and  rough,  hard  and  soft. 
Materials  and  fabrics.     Free  cutting. 

Weight. 

Measures  of  weight.  Things  light  and  heavy.  Compare  things 
of  the  same  size  but  diiferent  weight,  of  the  same  weight  but  of 
different  size.     Compare  solids,  liquids,  gases. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.        77 

Temperature. 

Test  by  feeling  (indefinite)  ;  by  thermometer.  Find  boiling 
and  freezing  point.  ^^^^^j^^ 

Heat  capacity  of  different  materials  :  ■}  woods,  etc. 

(  fabrics. 
Heat  capacity  of  different  animal  coverings ;  of  different  soils. 

The  teacher  should  keep  the  records  of  the  tests  of 
the  children's  senses  as  a  basis  for  her  own  study  of  the 
children  during  the  term,  and  at  the  end  of  the  term 
should  give  them  to  the  teacher  who  teaches  the  next 
grade,  who  will  compare  these  records  with  those  she 
makes  of  the  same  children.  She  should  also  look  for 
signs  of  fatigue  and  lack  of  nutrition. 

III.     Hiawatha's  Clothing. 

1.  The  Story. 

Hiawatha  wore  a  deerskin  skirt,  mantle,  moccasins, 
and  leggins,  a  belt  of  wampum  about  his  waist,  and 
eagle  or  turkey  feathers  on  his  head. 

This  is  the  ordinary  clothing  of  the  Indian.  Hia- 
watha's dress,  as  described  in  the  poem,  included  magic 
mittens  and  enchanted  moccasins.  The  more  elaborate, 
festal  dress  is  described  as  that  of  Pau-Puk-Keewis,  at 
Hiawatha's  wedding  feast. 

Stories  from  the  poem  used  in  connection  with  this 
topic  are  lagoo's  present  to  Hiawatha  of  a  bow  and 
arrows,  and  Hiawatha's  killing  of  the  deer  (to  show  the 
source  of  the  principal  material  used  for  clothing). 

2.  Comparison. 

Hiawatha's  clothing  is  compared  with  that  of  the 
boys  and  girls  in  school,  as  to  its  material,  the  work 


78  ORGANIC  EDUCATION. 

done  upon  it,  the  implements  employed,  its  form,  its 
usefulness  or  durability,  its  beauty. 

Specimen  questions  upon  this  point  are  the  foUownig  :  — 

What  are  our  magic  moccasins  (steam  and  electric  cars),  and 
mittens  (machinery)  ? 

Why  did  Hiawatha  not  wear  woollen,  cotton,  silk,  or  linen,  as 
you  do  ? 

Why  did  he  have  so  many  things  of  deerskin? 

Why  did  he  use  quills  from  the  hedgehog? 

How  long  do  you  think  it  would  take  to  make  Hiawatha's 
clothes  ? 

How  long  would  they  last? 

Would  he  be  likely  to  have  many  suits  of  clothes? 

How  could  he  keep  clean  ? 

How  do  you  keep  clean  ? 

Have  you  many  suits  of  clothes  ? 

How  long  do  they  last? 

Did  Nokomis  sew  his  clothes  ?     How  ? 

Who  makes  your  clothes?     How  many  people? 

Why  not  one  ? 

How  long  does  it  take  ? 

What  takes  the  longest  time? 

How  much  does  it  cost  for  material?     Time?    AVork? 

Would  you  like  to  wear  clothes  like  Hiawatha's? 

When  would  you  prefer  to  wear  such  clothes,  in  winter  or  in 
summer  ? 

How  do  you  buy  your  clothing  ? 

How  much  does  it  take? 

How  much  does  it  cost  ? 

Do  you  think  Hiawatha's  clothes  are  as  pretty  as  yours  ?  Why  ? 

How  long  have  you  worn  the  dress  you  have  on  ? 

Will  it  always  be  long  enough  ? 

At  what  kind  of  store  do  you  get  the  material  for  your  clothes  ? 

3.   Measure. 

The  expression  work  is  so  arranged  as  to  demand 
exact  measuring  and  counting.     The  dress  of  the  doll 


THE   WORK  OF  THE   GRADES,  IN   OUTLINE.        79 

is  made  by  measurement.  Beads  are  put  into  patterns 
in  such  a  way  as  to  require  counting.  Tiie  yard  is 
taught  by  the  j)i'^ctical  use  of  it  as  a  measure,  then 
the  half -yard,  the  third  of  a  yard,  the  quarter-yard  ;  the 
foot  as  a  whole,  then  its  half,  its  third,  its  quarter,  the 
number  of  inches  and  the  square  inch ;  the  dozen  and 
the  half-dozen ;  the  dollar,  the  half-dollar,  the  quarter- 
dollar,  the  dime.  The  children  themselves  bring  in 
facts  gained  at  home  as  to  the  use  of  these  standards 
in  the  daily  life  of  the  family,  and  from  these  facts  the 
teacher  makes  simple  problems. 

As  sources  for  some  of  the  clothing  and  adornments, 
the  deer,  the  hedgehog,  and  the  wild  turkey  may  be 
studied  in  their  proper  sequences. 

4.    Expression. 

The  children  dress  a  doll  for  Hiawatha,  and  one  for 
a  child  of  the  present.  They  string  beads  of  the  Indian 
colors,  red,  black,  and  white,  and  make  them  into  pat- 
terns for  trimming.  They  make  a  fan  of  turkey  feathers. 
They  tell  in  sequence  about  the  processes  of  tanning 
skin  and  making  beads,  and  that  of  making  a  dress  of 
the  present  time.  They  draw  pictures  to  illustrate  the 
stories  used.  They  make  something  which  requires 
the  use  of  the  different  standards  they  have  studied. 

Read  :      ''  From  his  lodge  went  Hiawatha 

Dressed  in  deerskin  shirt  and  leggings,"  etc. 

Cut  out  and  color  pictures  of  different  garments  for 
Hiawatha  and  children  of  the  present  time.  Sort  fab- 
rics, matcli  colors.  Draw  or  cut  from  magazines  pic- 
tures to  illustrate  the  garments  mentioned,  the  process 
of  making,  and  the  implements  used. 


80  ORGANIC  EDUCATION. 

IV.     Hiawatha's  Home. 

1.  The  Story. 

Hiawatha's  home  was  the  wigwam  of  Nokomis,  which 
stood  by  the  shores  of  the  bright  lake,  with  the  dark 
pine  forest  behind  it. 

An  idealized  picture  of  the  Indian  wigwam  is  found 
in  the  story  of  Hiawatha's  wooing,  as  a  description  of 
the  home  of  Minnehaha. 

The  wigwam  of  Nokomis  was  made  of  poles  fastened 
together  at  the  top  and  covered  with  deerskin.  It  was 
only  about  as  large  as  one  of  the  rooms  in  your  home. 
There  was  only  one  room  in  the  wigwam,  and  but  one 
door.  A  hole  in  the  roof  served  as  a  chimney  to  let 
some  of  the  smoke  out. 

Here  Nokomis  rocked  Hiawatha  in  his  little  linden 
cradle  which  the  old  lagoo  had  made  and  carved  for 
him.  Here  she  cooked  his  food,  here  they  ate  their 
meals,  and  here  they  slept  at  night. 

As  nature-study,  the  children  learn  the  life-history 
of  some  tree  which  is  convenient  for  observation,  begin- 
ning at  a  point  appropriate  to  the  season.  They  study 
the  forest  as  a  protector,  as  a  source  of  supply,  as  the 
home  of  animal  and  plant  life,  as  a  source  of  enjoyment ; 
the  lake  as  a  source  of  supply,  as  the  home  of  animal 
and  plant  life,  as  a  means  of  communication  and  enjoy- 
ment. The  effect  of  a  change  of  seasons  on  both  forest 
and  lake  is  brought  out  in  story  form,  and  the  thought 
appropriate  to  the  season  impressed. 

The  autumn-thought  is,  in  general,  storing,  providing, 
feeding,  giving;  the  winter-thought,  rest,  sleep;  the 
spring-thought,  awakening,  preparing ;  and  the  summer- 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       81 

thought,  flowering,  fulness  of  life.  The  first  three, 
however,  cover  the  period  of  the  school  year. 

The  firefly,  Hiawatha's  lamp,  may  be  studied  in  its 
proper  sequence. 

In  connection  with  the  work  on  Hiawatha's  cradle, 
the  teacher  tells  nature-stories  about  some  "  cradles  that 
the  wind  rocks,"  such  as  nests,  cocoons,  buds,  seeds,  and 
fruits.  The  children  study  the  life-history  of  those 
they  collect. 

In  connection  with  the  nature-study  such  number  questions  as 
the  following  are  asked  :  — 

How  long  does  the  wind  rock  the  bird's  cradle?  the  butterfly's? 
the  milkweed's?  the  tree-bud's? 

How  long  does  it  take  a  baby  bird  to  grow  up? 

How  long  does  its  mother  take  care  of  it  ? 

How  long  ago  were  you  a  baby? 

How  long  did  you  have  to  be  taken  care  of? 

How  many  people  took  care  of  you? 

2.   Comparison. 

The  home  of  Hiawatha  is  compared  with  the  homes 
of  the  children  in  the  school,  as  to  appearance,  material, 
tools  used,  size,  cost,  and  comfort  with  especial  reference 
to  the  lighting  and  warming. 

Questions  such  as  the  following  may  be  asked  :  — 

What  furniture  had  Hiawatha  ? 

What  have  you? 

Why  did  not  Hiawatha  have  more? 

What  could  you  do  without? 

What  more  would  you  like  to  have  ? 

Where  did  Hiawatha  get  his? 

Where  do  you  get  yours? 

What  kind  of  lamp  had  Hiawatha? 

How  was  the  wigwam  kept  warm? 


82  ORGANIC  EDUCATION. 

What  makes  the  smoke  go  out  at  the  top  of  the  wigwam  ? 

Where  does  the  smoke  go  out  of  your  house?  What  makes  it 
go  out  there  ? 

Where  was  Hiawatha's  bath-room  ? 

Instead  of  going  out  to  get  your  food  in  the  forest,  where  do 
you  go  to  get  it? 

3.  Measure. 

The  children  count  the  number  of  rooms,  doors,  win- 
dows, chimneys,  pieces  of  furniture  of  certain  kinds,  in 
their  houses  and  in  the  house  of  Hiawatha,  measuring 
parts  of  their  own  houses  or  furniture  in  yards,  feet,  and 
inches,  or  other  appropriate  standards.  In  the  con- 
struction of  the  wigwam  and  the  play-house,  every- 
thing is  done  by  exact  measurement. 

4.  Expression. 

Both  a  wigwam  and  a  modern  play-house  are  con- 
structed by  the  children,  with  their  different  environ- 
ments, and  internal  arrangements,  furniture,  dishes,  etc. 
Pictures  are  drawn  of  both  structures  as  a  whole  and  of 
certain  of  their  contents.  Hiawatha's  cradle  is  both 
made  and  pictured.  The  nature-stories  about  cradles 
that  the  wind  rocks  are  illustrated  by  drawing  or 
painting  from  the  objects. 

Pictures  are  put  into  notebooks  of  Hiawatha's  home, 
and  of  the  modern  house  showing  different  rooms, 
articles  of  furniture,  and  utensils.  Only  those  should 
be  chosen  that  had  their  beginning  with  Hiawatha 
or  for  which  the  children  see  a  correspondence  (as 
Hiawatha's  method  of  cooking  and  our  method  with 
the  special  room  for  the  purpose). 

In  this  study  of   the  home,  it  is  expected    that  the 


THE    WORK   OF  THE   GRADES,  IN    OUTLINE.        83 

children  will  begin  to  gain  a  love  for  the  larger  aspects 
of  nature,  through  sympathetic  study  of  lake  and  forest, 
and  to  formulate  an  ideal  of  the  home.  As  aids  toward 
this  end  may  be  used  boat-songs,  songs  of  the  forest 
and  songs  of  home,  pictures  of  lake  and  forest,  of  the 
Madonna  and  Child,  of  pleasant  modern  interiors  and 
home-circles.  (It  should  be  noted,  wherever  pictures  of 
the  Madonna  or  of  the  Christ-child  are  suggested,  that 
they  are  in  all  cases  to  be  used  with  no  religious  or 
sectarian  significance,  but  as  typical  of  the  universal 
ideals  of  motherhood  and  childhood  as  expressed  in  art.) 

Read  :         "  By  the  shores  of  Gitche  Gumee,"  etc. 
V.  Hiawatha's  Food. 

1.    The  Story. 

Hiawatha  ate  deer,  buffalo,  and  bear-meat  in  their 
season,  fish  of  many  kinds,  squash,  corn,  wild  rice 
and  pumpkins,  strawberries,  blueberries,  gooseberries, 
grapes,  melons,  and  maple  sugar. 

For  some  of  these  articles  of  food  see  Hiawatha's 
Wedding  Feast,  and  the  account  of  his  fasting. 

The  sequence  of  the  growth  of  corn  is  observed  and 
studied  by  the  children.  They  follow  the  seed  through 
its  whole  life-history.  They  also  study  its  grinding  and 
cooking  for  food.  The  fertilization  and  production  of 
seeds,  being  in  the  large,  can  be  easily  studied  by  the 
children  and  forms  a  basis  for  all  their  future  plant- 
study.  The  study  of  the  corn  should  be  followed  by 
the  story  of  Mondamin  from  Hiawatha.  For  a  parallel 
study  is  used  the  sunflower,  out  of  which  the  Indians 
made  flour.     Other  articles  of  food  used  by  Hiawatha 


84  ORGANIC  EDUCATION. 

should  be  studied  in  the  same  fashion,  selecting  from 
the  list  those  which  are  appropriate  to  the  season. 

2.   Comparison. 

The  child  compares  our  own  food  at  the  present  day 
with  that  of  the  Indians,  as  to  ways  of  obtaining,  pre- 
serving, preparing,  and  serving  it. 

Such  questions  as  the  following  aid  him  in  doing  this  :  — 

What  do  you  have  to  eat  for  breakfast ?    Dinner?     Supper? 

Where  did  these  things  come  from  ? 

What  did  Hiawatha  have  ? 

Where  did  they  come  from  ? 

What  do  you  ever  buy  at  the  grocery? 

What  did  Hiawatha  get  instead  of  this  ? 

How  did  he  get  it? 

What  did  you  pay  for  what  you  bought? 

What  did  you  ever  buy  at  a  baker's  ? 

What  did  it  cost? 

How  does  your  mother  cook  your  food  ? 

What  does  she  do  first?     What  next,  and  next? 

How  many  things  could  Nokomis  cook  at  once  ? 

How  many  can  your  mother  cook  ? 

Tell  something  she  cooks,  all  the  different  things  she  does. 

How  long  does  it  take  ? 

AVhat  utensils  does  she  use,  how  much  do  they  hold  ? 

How  does  your  mother  tell  how  much  to  use  ? 

Did  the  Indians  need  good  teeth  to  eat  their  food? 

What  can  you  do  to  have  good  teeth  ? 

Did  Hiawatha  have  a  table  in  his  dining-room? 

How  many  dishes  did  Hiawatha  have? 

Did  he  have  spoon,  knife,  and  fork  ? 

What  were  they  made  of  ? 

How  many  do  you  have? 

Did  you  ever  set  the  table  ? 

Where  does  the  fire  come  from  that  cooks  your  dinner  ? 

How  did  Nokomis  light  a  fire  to  cook  Hiawatha's  dinner? 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.        85 

What  kind  of  dishes  did  she  use  to  cook  with? 
What  kind  does  3'our  mother  use  ? 
How  did  Xokomis  cook  Hiawatha's  fish? 
How  does  your  mother  cook  fish  for  you  ? 

3.  Measure. 

The  children  learn  the  use  of  quart  and  pint  meas- 
ures, and  what  a  set  of  spoons,  cups,  etc.,  is.  They 
play  buying  and  selling  different  articles,  measuring 
correctly  the  amount  sold,  and  paying  for  it  with  real 
pieces  of  money. 

Such  questions  as  the  following  aid  in  establishing  notions  of 
number  :  — 

How  many  were  there  in  Hiawatha's  family  ? 
How  many  in  yours  ? 

When  you  set  the  table,  how  ma,ny  plates  do  you  put  on  ?    How 
many  cups  and  saucers ?     Knives?     Forks?     Spoons? 
Did  you  ever  break  any  dishes  ? 
Did  it  make  any  difference  ? 
Did  any  one  have  to  go  without? 
What  did  it  cost  to  get  new  ? 
Where  do  you  get  dishes  ? 
How  do  you  usually  get  them? 
How  many  in  a  set  ? 

4.  Expression. 

Clay  dishes  are  made  by  the  children.  Baskets  are 
covered  on  the  outside  with  clay,  so  that  they  can  be 
used  for  heating  water.  The  story  of  Mondamin  and 
all  the  nature-sequences  are  told  and  illustrated  by  the 
children.  Toy  dishes  or  real  ones  are  brought  to  the 
schoolroom,  and  the  children  taught  how  to  set  a  table 
neatly  and  precisely.     The  children  make  the  different 


86  ORGANIC  EDUCATION. 

standards    used,  and   draw   pictures   of   the   pieces   of 
money  they  know.  * 

Eead  :       "  Make  a  bed  for  me  to  lie  in, 

Where  the  rain  may  fall  upon  me,"  etc. 

VI.     Hiavratha's  School. 

1.   The  Story. 

Hiawatha  went  to  school  in  the  forest,  on  the  lake, 
and  down  the  river.  He  learned  about  all  that  he  saw 
and  heard ;  the  sky,  the  moon,  the  stars,  the  rainbow, 
flowers,  the  lapping  of  the  waves  on  the  beach,  the 
whispering  of  the  winds  through  the  pine  trees,  the 
chattering  of  the  birds,  and  the  talking  of  the  beasts 
together.  Nokomis  taught  him  some  of  these  things, 
but  the  most  he  learned  for  himself  from  the  birds  and 
the  beasts  that  he  loved.  The  old  lagoo  taught  Hia- 
watha how  to  make  his  bow  and  arrows,  and  the  hunters 
of  the  tribe  taught  him  how  to  use  them.  Hiawatha 
learned  how  to  fish  and  to  hunt,  to  run  swiftly,  and  to 
shoot  the  arrow,  to  make  for  himself  a  canoe,  a  wigwam, 
and  all  things  that  he  needed. 

Hiawatha's  natural  environment  and  that  of  the  chil- 
dren are  studied,  so  far  as  may  be.  The  children  learn 
the  life-stories  of  the  flowers  which  Hiawatha  knew, 
and  which  are  known  also  by  them,  such  as  the  dande- 
lion and  the  water-lily ;  of  the  trees,  oak,  pine,  and 
maple ;  of  the  owl,  the  brown  sparrow,  the  woodpecker, 
and  the  robin.  These  birds  that  Hiawatha  knew  are 
successively  compared  with  other  birds  that  the  chil- 
dren know,  such  as  the  canary,  the  humming  bird,  and 
the  duck,  the  teacher  bringing  out  in  every  case  the 


THE    WORK  OF  THE   GRADES,  IN   OUTLINE.        87 

relation  of  structure,  color,  environment  and  life-habits 
to  each  other. 

Stories  :  How  the  woodpecker  got  his  crimson  tuft. 

—  From  Hiawatha  and  Pearl  Feather. 
The  Indian  legend  of  Robin  Redbreast. 
Robin  Redbreast,  Wm.  Allingham,  in  Open  Sesame,  Vol.  I. 
Little  Bell,  T.  B.  Westwood,  in  Open  Sesame,  Vol.  I. 

The  other  animals  Hiawatha  knew  are  later  studied 
in  much  the  same  way :  the  squirrel  and  the  rabbit,  the 
beaver  and  the  bear.  The  two  latter  cannot  usually  be 
studied  except  from  information  supplied  by  others. 

Landseer's  and  Rosa  Bonheur's  animal  pictures  are 
used  in  this  connection,  and  Titian's  Madonna  of  the 
Rabbit  will  be  found  useful. 

In  the  nature-studies  of  animals,  plants,  seeds,  etc.,  the 
teacher  personifies  very  largely ;  and  the  children  con- 
sequently do  the  same  in  telling  the  stories  themselves. 

The  children  learn  the  changes  in  the  appearance  of 
the  moon,  and  how  these  changes  are  used  for  measur- 
ing time.  They  point  out  the  Great  Dipper,  the  Great 
Bear,  and  the  Milky  A¥ay. 

Stories  :  Peep  Star,  Wiltse. 

The  Story  of  the  Dipper,  Wiltse. 

In  studying  the  rainbow  they  learn  its  relations  to  rain  and 
become  familiar  with  the  spectrum.  The  winds  are  studied  in  a 
general  way  as  to  their  direction,  their  force,  and  their  effects. 

In  connection  with  the  rainbow  may  be  used  ''  The 
Story  of  the  Ray  Children,"  from  the  Child  G-arden, 
and  Wiltse's  "  Story  of  a  Raindrop."  Experiments  are 
made  to  show  evaporation.  With  the  work  on  winds 
is  read  or  told  "  A  Story  for  Willie  Winkie,"  by  Wiltse. 

A  weather  report  is  made  every  day  by  the  children, 


88  ORGANIC  EDUCATION. 

showing  whether  the  day  has  been  marked  by  sunshine, 
clouds,  snow  or  rain  storms,  what  the  temperature 
was,  whether  there  was  dew  or  frost,  the  direction  of 
the  prevailing  winds,  etc. 

For  the  idea  of  such  a  weather  report,  see  Jackman's 
Nature  Study. 

2.  Comparison. 

Hiawatha's  school  is  compared  by  the  children  with 
their  own,  as  to  size,  structure,  comfort,  subjects  taught, 
and  hours  of  study,  with  a  view  to  widening  their  con- 
ception of  the  school.  In  this  comparison  they  come 
to  realize  that  school  means  learning  anywhere,  and  at 
any  time,  not  simply  the  five  hours  a  day  spent  within 
certain  four  walls. 

3.  Measure. 

The  children  learn  the  number  of  days  in  a  week. 
They  estimate  the  cost  of  the  things  they  use  in  school 
work,  as  sponge,  slate,  pencil.  They  measure  by  appro- 
priate standards  the  things  they  make  in  expression 
work.  The  work  with  the  colors  of  the  spectrum,  in 
laying  the  colors,  and  in  finding  related  colors,  gives 
ideas  of  number-relations.  Any  significant  number- 
facts  connected  with  the  nature-study  are  now  brought 
oat,  as  the  number  and  arrangement  of  toes  of  birds, 
rabbits,  and  cats ;  wings  of  birds  or  butterflies,  petals 
of  flowers  of  different  kinds ;  points  of  the  star,  the 
snowflake,  etc. 

4.  Expression. 

The  children  reproduce,  by  means  of  drawing,  color- 
ing, or  modelling,  the  natural  objects  they  study. 


THE    WORK   OF  THE   GRADES,  IN    OUTLINE.        89 

The  reproduction  of  what  the  children  observe  is 
made  as  exact  as  possible,  that  it  may  serve  as  a  basis 
for  habits  of  truth-telling. 

They  tell  the  sequences  growing  out  of  their  nature- 
study,  and  illustrate  them  by  drawings.  They  tell,  act 
out,  and  illustrate  by  drawings  Hiawatha's  contrivances, 
such  as  the  building  of  the  canoe.  They  make  his  bow 
and  arrows,  and  a  model  of  his  canoe. 

In  this  study  the  idea  of  cooperation  begins  to  dawn, 
being  suggested  by  the  working  together  of  all  nature 
to  make  each  flower,  tree,  and  animal  what  it  is.  The 
same  idea  is  further  enforced  by  the  story  of  the  contri- 
butions of  the  forest  to  the  building  of  Hiawatha's  canoe. 
The  children  learn  that  Nature  will  help  them,  if  they 
study  her  carefully  and  lovingly. 

Read  :       "  At  the  door  on  summer  evenings,"  etc. 
VII.    Social  Life. 

1.   The  Story. 

Hiawatha  had  two  friends,  Chibiabos,  the  sweet 
singer,  and  Kwasind,  the  strong  man. 

Stories  are  told  to  illustrate  the  strength  of  the  one 
and  the  skill  of  the  other. 

These  three  friends  always  helped  each  other,  and 
never  quarrelled. 

The  ideal  here  is  that  of  friendship.  Loyalty  and 
helpfulness  in  friendship  are  suggested. 

Hiawatha  and  his  friends  played  quoits  and  ball 
together,  ran  races  and  shot  with  bow  and  arrows,  to 
see  which  could  shoot  farthest  and  fastest. 

They  would  all  be  invited  sometimes  to  a  feast,  such 


90  ORGANIC  EDUCATION. 

as  that  which  Nokomis  gave  when  Hiawatha  killed  the 
deer.  Messengers  would  go  throughout  the  village  with 
wands  of  willow  to  invite  the  guests  to  the  feast.  The 
guests  would  sit  down  and  eat  while  the  host  and  his 
family  served  them. 

The  description  of  the  feast  is  derived  from  the 
account  in  the  poem  of  Hiawatha's  Wedding  Feast. 
If  the  teacher  prefers  to  have  the  children  know  Hia- 
watha only  as  a  child,  the  description  of  the  wedding 
feast  may  be  left  general,  as  above,  or  applied  to  the 
feast  as  given  by  Nokomis  to  celebrate  Hiawatha's  slay- 
ing the  deer. 

When  all  had  finished  eating,  perhaps  Chibiabos 
would  sing  a  song  for  them,  or  Kwasind  would  show 
them  what  he  could  do  with  his  great  strength,  or  lagoo 
would  tell  them  a  story.  Each  did  what  he  could  to 
make  it  pleasant  for  the  rest. 

2.  Comparison. 

The  children  compare  their  friends  with  those  of 
Hiawatha,  the  feasts  they  know,  such  as  Thanksgiving 
and  Christmas  dinners,  with  his,  and  their  games  with 
those  of  the  Indians. 

3.  Measure. 

The  children  count  their  friends,  the  number  of 
games  they  know  how  to  play,  the  parties  they  have 
attended,  the  days  in  the  year  when  they  invite  people 
to  their  houses,  and  have  a  special  dinner  or  supper  for 
them.  The  girls  tell  how  they  set  the  table  when  they 
have  doll  parties,  and  how  many  dolls  they  have.  The 
boys  tell  the  number  of  marbles  or  tops  each  owns. 


the  woek  of  the  grades,  in  outline.     91 

4.   Expression. 

The  games  of  Hiawatha  are  played  by  the  children. 
They  tell,  act  out,  or  represent  by  pictures,  stories  of 
Kwasind's  strength,  and  the  sequence  of  the  feast. 
They  try  to  sing  as  sweetly  as  Chibiabos  played  on  the 
flute.  They  entertain  the  school  by  telling  such  stories 
as  they  know. 

Read  :         "  Two  good  friends  had  Hiawatha,"  etc. 
VIII.     Industrial  Life. 

1.  The  Story. 

lagoo  made  and  carved  from  linden  wood  a  cradle  for 
the  baby  Hiawatha.  For  the  boy  Hiawatha  he  made  a 
bow  and  some  arrows  with  which  he  could  get  his  food. 
With  these  Hiawatha  shot  a- deer,  and  Nokomis  cooked 
its  flesh  for  food  and  made  a  coat  for  Hiawatha  from  its 
skin.  From  the  skins  of  other  deer,  Hiawatha  made 
him  a  wigwam  in  the  forest.  From  cedar  boughs  and 
birchbark,  larch  fibres,  and  pine  balsam,  he  made  a 
canoe  from  which  to  catch  fish  for  his  food ;  and  his 
friend  Kwasind  cleared  the  river  for  him,  so  that  he 
could  paddle  down  it  in  his  canoe.  Nokomis  raised 
corn,  and  ground  it  to  make  flour,  while  Hiawatha 
made  dishes  of  wood,  horn,  shell,  and  clay,  in  which 
Nokomis  could  cook  and  serve  their  food.  All  these 
things  and  many  more  must  Hiawatha  do,  or  have  done 
for  him,  in  order  to  live  at  all. 

2.  Comparison. 

The  children  find  out  what  they  have  to  do  and  what 
has  to  be  done  for  them,  in  order  to  supply  them  with 


92  ORGANIC  EDUCATION. 

food,  shelter,  clothing,  etc.  They  trace  their  clothing, 
for  instance,  back  to  the  raw  material,  comparing  the 
process  at  every  stage,  the  number  of  people  occupied 
with  it,  the  length  of  time  required,  etc.,  with  similar 
facts  concerning  the  clothing  of  Hiawatha.  Hiawatha's 
canoe  is  compared  with  our  boats,  wagons,  cars.  The 
clearing  of  the  river  by  Kwasind  is  compared  with  the 
dredging  children  have  seen  on  the  river.  Most  of 
these  points  have  been  previously  covered,  and  here 
are  only  massed,  for  the  sake  of  showing  that,  though 
Hiawatha  had  to  have  other  people  do  some  things  for 
him,  we  are  far  more  dependent  upon  others  than  he 
was,  because  we  have  more  comforts  than  he  had. 

The  children  study  the  life-history  of  the  materials 
used  by  Hiawatha  in  building  his  canoe,  to  see  how 
each  was  adapted  to  the  use  to  which  he  put  it. 

3.   Meastjre. 

The  number  of  people  who  are  needed  to  produce 
each  of  several  necessary  articles  in  the  children's  ex- 
perience is  estimated.  The  measurements  used  in 
making  each  of  them  are  taken.  The  cost  of  each  is 
calculated,  so  far  as  the  children  can  do  it,  from  the 
raw  material  through  its  various  stages  of  manufacture 
or  handling.  For  the  work  others  do  for  us,  we  have 
to  render  some  compensation.  We  have  to  pay  ten 
cents  to  ride  on  the  ferry-boat  or  five  cents  on  the 
street-cars.  This  is  much  better  than  to  have  to  make 
our  boats  or  cars.  The  children  learn  the  value  of  a 
dime,  from  its  use  in  buying  things  which  cost  that 
amount  or  less.  They  learn  the  pieces  of  money  that 
would  be  used  in  making  change  for  a  dime. 


the  wobk  of  the  grades,  in  outline.     93 

4.  Expression. 

The  industrial  activities  of  Hiawatha  are  reproduced 
by  the  children.  They  plant  the  corn,  grind  it  to  make 
flour,  make  such  utensils  as  have  not  been  hitherto 
constructed,  "  act  out  "  Hiawatha's  hunting  and  fishing, 
and  illustrate  everything  by  drawings  or  pictures. 

The  child  learns,  in  the  study  of  industrial  life,  still 
more  of  the  necessity  of  cooperation.  This  idea  is 
impressed  in  all  his  games.  Each  child  has  a  "  part " 
which  he  must  perform  or  the  game  comes  to  a  stand- 
still. And  from  the  notion  of  responsibility  there  flows 
naturally  a  conception  of  life  as  an  organized  whole,  in 
whose  cooperative  activities  each  child  has  a  necessary 
part. 

Read  :         "  Give  me  of  yoiir  bark,  O  Birch  Tree,"  etc. 

IX.  The  State. 

It  will  be  difficult  to  give  the  children  a  clear  idea 
of  tribal  organization.  They  may  be  told,  if  the  teacher 
thinks  best,  that  Hiawatha,  because  he  had  learned  so 
well  how  to  hunt  and  fish  and  provide  for  all  his  own 
needs,  became  when  he  grew  up  the  chief  of  his 
tribe,  and  saw  that  all  his  people  had  what  they  needed 
to  eat  and  wear,  just  as  he  himself  had.  His  office  may 
be  compared  with  that  of  the  mayor,  the  President,  the 
superintendent  of  schools,  or  any  other  official  known  to 
the  children. 

Read  :        "  You  shall  hear  how  Hiawatha 

Prayed  and  fasted  in  the  forest,"  etc. 

X.  The  Church. 

If  the  teacher  thinks  best,  she  may  tell  the  children 
about  Hiawatha's  belief  in  the  Great  Spirit,  his  prayer 


94  ORGANIC  EDUCATION. 

to   the    Great   Spirit   for   food  for  his  people,  and   its 
answer  in  the  gift  of  Indian  corn. 

The  chief  value  of  the  work  under  these  two  head- 
ings will  be  found  later  in  comparison  with  similar 
institutions  in  other  periods. 

Eead  :         "  O,  my  children  !  my  poor  children  ! 
Listen  to  the  words  of  warning,"  etc. 

Reference  Books: — 

Goodrich,  Manners  and  Customs  of  the  Indians. 

Powell,  Annual  Report  of  Ethnology. 

Brooks,  Story  of  American  Indians. 

Schoolcraft,  Myth  of  Hiawatha. 

Schoolcraft,  North  American  Indians. 

Emerson,  Indian  Myths. 

Old  South  Leaflets,  Manners  and  Customs  of  the  Indians. 

J.  Fiske,  Discovery  of  America. 

Mason,  Woman's  Share  in  Primitive  Culture. 

Pictures  Suggested: — 

Rosa  Bonheur,  The  Monarchs  of  the  Forest. 

Raphael,  Madonna  del  Cardellino  (of  the  Goldfinch).  Uffizi 
Gallery,  Florence. 

Raphael,  Madonna  of  the  Fish.     Madrid. 

Raphael,  Madonna  of  the  Pink.     Lucca. 

Raphael,  Sistine  Madonna  (Mother  and  Child).     Dresden. 

Raphael,  Madonna  del  Baldacchino  (of  the  Canopy)  (Mother 
and  Child).     Pitti  Gallery,  Florence. 

Raphael,  Madonna  of  the  Legend.     Madrid. 

Raphael,  Madonna  of  the  Pearl.     Madrid. 

Raphael,  Madonna  di  Casa  Tempi.     Old  Pinakothek,  Munich. 

Leonardo  da  Vinci,  Virgin,  Infant  Jesus,  and  St.  Anne.  Louvre, 
Paris. 

Carlo  Dolci,  Madonna  and  Child.     Pitti  Gallery,  Florence. 

Carlo  Dolci,  Madonna  and  Child.     Corsini  Gallery,  Rome. 

Murillo,  Virgin  of  Seville.     Museum,  Seville. 


THE   WORK   OF   THE   GRADES,  IN    OUTLINE.        95 

Murillo,  Holy  Family  of  the  Bird.     Madrid. 

Correggio,  Madonna  della  Scodella.  Palazza  della  Pilotta, 
Palma. 

Correggio,  Holy  Night.     Dresden  Gallery. 

Carlo  Maratta,  Madonna  and  Child.     Corsini  Gallery,  Rome. 

Van  Dyck,  Head  of  James,  Duke  of  York.  Windsor  Palace. 
(Detail  of  the  painting  entitled  Children  of  Charles  I.) 

Van  Dyck,  Madonna,  Child,  and  Saints.     Dresden. 

Fra  Filippo  Lippi,  Madonna  and  Child.    Uffizi  Gallery,  Florence. 

Sassoferrato,  Madonna  and  Child. 

Andrea  del  Sarto,  Holy  Family.     Pitti  Gallery,  Florence. 

Titian,  Madonna  and  Child  adored  by  Angels.  National  Gal- 
lery, London. 

Piglheim,  The  Star  of  Bethlehem. 

Goodall,  The  Holy  Mother. 

II  Rosso  Fiorentino,  Angel  playing  on  his  Lute. 

Greuze,  The  Little  Pets.     Louvre,  Paris. 

Bouguerean,  Madonna,  Child,  and  St.  John. 

Dieffenbach,  In  the  Fields. 

Dieffenbach,  Little  Ducks. 

Peel,  An  Unexpected  Meeting. 

Landseer,  Animal  picture.?. 

Walter  Crane,  Flora's  Feast. 

Sir  John  Millais,  Soap  Bubbles. 

Gainsborough,  Landscape. 

Elsley,  I'se  Biggest. 

Lawrence,  Master  Lock  and  Master  Lampton. 

Mrs.  Alma  Tadema,  Hush-a-bye. 

Reliefs  Suggested:  — 

Delia  Robbia,  Bambini.     Duomo,  Florence. 

Delia  Robbia,  Madonna  and  Child  (4).     Florence. 

Delia  Robbia,  Cupid  (Head).     Florence. 

Donatello,  St.  John  in  Boyhood.     National  Museum,  London. 
•    Donatello,  Madonnas  (5).     Padua. 

Fiammingo,  Cupid  Heads  (3).     St.  Peter's,  Rome. 

Thorwaldsen,  Night  and  Morning.  Thorwaldsen  Museum, 
Copenhagen. 


96  ORGANIC  EDUCATION, 

KABLU,    T^E    ARYAN    BOY. 

Grade  A  1. 

Age  of  children,  six  years. 

A.     ANALYSIS    OF   CHARACTER. 

For  the  child  of  this  grade,  the  Hiawatha  period  of 
intense  curiosity,  imaginativeness,  and  contrivance  has 
merged  into  the  period  represented  by  Kablu,  a  stage  of 
curiosity  somewhat  less  acute,  of  imagination  somewhat 
less  dominant,  and  of  contrivance  more  complex  and 
finished.  In  this  stage  the  idea  of  possession  is  strong. 
The  child  is  acquisitive,  tenacious  of  his  own  rights,  and 
not  always  regardful  of  the  rights  of  others.  But  he 
soon  learns  that  in  order  to  retain  his  own  possessions, 
he  must  respect  the  property-rights  of  others,  and 
must  even,  when  necessity  arises,  make  common  cause 
with  them  against  a  common  foe.  In  this  Avay  he  gets 
his  first  practical  lesson  in  cooperation  ;  and  in  much  the 
same  fashion  he  learns  the  necessity  of  obedience.  This 
is  the  period  in  which  the  child,  beginning  to  know 
more  of  danger,  feels  more  keenly  the  need  of  protec- 
tion. And  thus  family  life,  the  shelter  and  protection 
of  the  home,  mean  more  to  him  than  they  have  done 
before  or  than  they  will  for  some  time  again.  From 
this  may  be  developed  the  idea  of  cooperation  in  the 
home,  the  duties  of  each  member  of  the  family,  and  of 
the  child  as  a  member  of  the  family  who  is  sheltered, 
nourished,  and  protected  by  it. 

B.    ETHICAL   AIMS. 

The  thought  for  this  period  is  cooperation,  with  its 
corollaries    of    respect    for   the    possessions    of    others. 


THE   WOBK  OF  THE  GRADES,   IN  OUTLINE.        97 

obedience,  mutual  helpfulness,  and  affection  in  the 
family.  The  school  is  regarded  by  the  children  as  a 
larger  family  circle,  or  cooperative  community,  and  all 
corrections  and  admonitions  are  made  by  the  teacher 
upon  the  ground  of  community-interest. 

C.    MATERIAL. 

Kablu,  the  little  Aryan  boy,  represents  the  agricul- 
tural period  in  civilization.  As  Hiawatha  learned  little 
by  little  to  satisfy  his  needs  for  food,  clothing,  and 
shelter,  new  needs  arose,  which  could  be  met  only  by  a 
more  settled  mode  of  life.  The  first  indication  of  these 
new  needs  is  Hiawatha's  fasting  and  prayer  that  his 
people  might  have  more  stable  subsistence  than  that 
gained  by  hunting  and  fishing.  His  prayer  was  answered 
by  the  gift  of  Indian  corn,  which  heralded  the  passing 
of  the  nomadic  stage  of  civilization.  At  this  point  we 
begin  the  story  of  Kablu,  and  trace  the  growth  of  this 
embryo  instinct  for  permanency  and  possession  through 
the  agricultural  period. 

Character  stories  should  be  told  or  read  to  the  children  as 
illustrative  of  family  affection.  As  suggesting  the  advantages  of 
cooperation,  the  teacher  may  tell  some  of  iEsop's  Fables,  such  as  — 

The  Blind  Man  and  the  Lame  Man, 

The  Two  Travellers, 

The  Two  Goats, 

The  Old  Man  and  His  Sons, 

The  Bear  and  the  Two  Travellers, 

The  Ant  and  the  Dove, 

The  Lion  and  the  Mouse,  etc. 

As  enforcing  the  duty  of  obedience  in  general  may  be  used  I 
Love  You,  Mother,  and  Obedience,  by  Phoebe  Gary.  The  negative 
side  of  this  enforcement  may  be  emphasized  by  the  story  of  Little 


98  ORGANIC  EDUCATION. 

Red  Riding  Hood,  and  of  Adam  and  Eve  as  told  by  Adler  in 
Moral  Instruction  of  Children;  the  positive  side,  by  the  story  of 
Tell's  shooting  the  apple.     For  honesty,  the  story  of  Lincoln. 

The  stories  originating  in  this  period  should  be  used  whenever 
possible  —  those,  for  instance,  of  — 

Cinderella, 

Red  Riding  Hood, 

Sleeping  Beauty, 

Jack  and  the  Bean  Stalk, 

Jack  the  Giant-Killer, 

The  Seven-League  Boots, 

Toads  and  Diamonds,  etc. 

These  are  connected  with  the  work  of  the  grade,  so 
as  to  bring  out  their  significance,  as  in  the  story  of 
Sleeping  Beauty,  cited  under  Kablu's  House.  The  story 
of  the  Seven-League  Boots  may  be  used  in  connection 
with  industrial  life,  as  foreshadowing  the  railroads  and 
fast  ocean  steamers  of  the  present. 

Songs  :  Three  Robin  Redbreasts,  and  Suppose. 

The  children  read  Obedience,  by  Phoebe  Gary. 

I.     Kablu's  Appearance. 

1.  The  Story. 

Kablu  was  a  fair  child,  with  light  hair  and  blue  eyes. 
He  was  tall  and  stout  for  his  age. 

2.  Comparison. 

Compare  Kablu  with  the  children  in  the  room,  and 
with  Hiawatha,  as  to  size,  color  of  eyes  and  hair,  pay- 
ing some  attention  to  the  distinction  of  shades. 

In  this  grade  color  is  constantly  noticed  and  discriminated. 
Whether  special  mention  of  the  fact  is  made  or  not,  the  teacher  is 
supposed  to  call  the  children's  attention  to  it  in  connection  with 
every  object  studied.  The  children  learn  to  select,  match,  sort, 
relate,  and  lay  the  spectrum  colors  to  learn  shades  and  tints. 


THE    WORK   OF  THE   GRADES,   IN   OUTLINE.        99 

3.  Measure. 

Each  child  measures  some  other  child's  height,  girth, 
and  length  of  limb.  The  teacher  measures  sight  and 
hearing.  The  children  compare  their  ages  and  tell 
how  many  months  there  are  in  a  year.  They  learn  the 
names  of  the  months  in  the  different  seasons,  weeks 
and  days  in  the  month,  and  hours  in  a  day. 

4.  Expression. 

The  children  draw  and  color  pictures  of  one  child 
who  looks  most  like  Kablu  and  who  poses  for  the  rest. 
They  sort  colored  papers,  pieces  of  cloth  or  yarn,  and 
weave  paper  mats,  to  show  their  discrimination  of 
shades  and  tints. 

Read  :  AVhere  did  you  come  from,  Baby  Dear?    G.  Macdonald. 
Take  Care. 

II.     Kablu' s  Clothing. 

1.   The  Story. 

Kablu  wore  a  tunic  of  sheep-  or  goat-skin  in  winter, 
of  wool  in  summer,  a  cap  and  shoes  made  of  sheep- 
skin. 

The  sheep  is  studied  as  the  source  of  wool,  and  the 
dog  as  the  protector  of  the  sheep.  The  children  learn 
the  story-sequences  of  the  spider  (a  weaver)  and  of  the 
caterpillar  (a  spinner). 

For  stories  may  be  used  :  — 

Mary  had  a  Little  Lamb. 

The  Little  Boy  in  our  House,  Wiltse. 

The  Boy  and  the  "Wolf,  /Esop's  Fables. 

The  Story  of  David  tending  his  Sheep,  Bible. 


100  ORGANIC  EDUCATION. 

The  Good  Dog,  from  Victor  Hugo's  Tales  to  his  Grandchildren, 
told  by  Brander  Matthews,  Wide  Awake,  November,  1896. 
Cinderella. 

Songs  :  Little  Bo-Peep,  and  Sleep,  Baby,  Sleep  are  appropriate. 

Growing  out  of  the  study  of  clothing  the  children 
learn  the  principle  of  the  processes  of  spinning  and 
weaving.  The  children  are  shown  pictures  of  the  old 
Aryan  spindle  and  loom.  The  children  collect  pieces 
of  different  kinds  of  material  used  for  clothing,  buttons, 
material  or  pictures  that  will  show  process  of  preparing 
material  or  making  of  clothing. 

Kablu's  clothing  is  compared,  first  with  Hiawatha's, 
and  then  with  that  of  the  present  child,  as  to  material, 
color,  shape,  machinery  for  making,  cost,  difficulty  of 
obtaining,  and  adaptation  to  the  different  seasons. 

3.   Measure. 

The  children  learn  how  much  material  of  all  kinds 
it  takes  to  make  their  dresses,  coats,  etc.,  how  much 
each  garment  costs,  and  how  much  time  it  takes  to 
make  it.  They  add  the  time  it  takes  to  make  their 
garments  to  the  time  it  takes  to  make  the  clothing  of 
the  other  members  of  the  family,  and  find  how  much 
time  the  mother  spends  in  sewing  for  them.  The  cloth- 
ing of  the  dolls  is  made  strictly  by  measurement  and 
from  patterns  which  they  learn  to  cut.  The  children 
continue  the  work  on  the  yard  and  its  fractional  parts, 
feet  and  inches,  the  dozen,  the  dollar  and  half-dollar  as 
wholes,  and  the  small  pieces  of  money  as  wholes  and 
with  reference  to  their  equivalents  in  smaller  pieces  of 
money. 


THE   WORK  OF  THE  GRADES,   IN   OUTLINE.     101 

4.  Expression. 

The  children  dress  an  Aryan  doll,  with  tunic  made 
of  black  or  white  woollen  cloth,  and  shoes  made  of  eider- 
down flannel  to  represent  sheepskin  as  nearly  as  may 
be.  They  also  dress  a  modern  doll.  They  make  models 
of  the  old  implements  for  weaving  and  spinning,  and 
use  them  to  make  cloth.  They  tell  or  write  the  spin- 
ning and  weaving  sequences,  illlustrating  them  by 
drawings.  They  weave  mats,  learn  to  darn,  and  weave 
enough  cloth  on  a  weaving-machine  to  make  a  tunic  for 
a  doll.  They  draw  pictures  of  sheep  and  illustrate 
stories  about  sheep.  They  make  a  balance ;  also  they 
make  the  standards  used  in  measuring  extension. 

Stories  :  The  Wounded  Daisy,  in  Open  Sesame,  Vol.  I. 

The  Prettiest  Doll  in  the  World,  by  Charles  Kingsley, 
in  Open  Sesame,  Vol.  I. 

Read  :       The  Little  Boy  in  our  House,  Wiltse. 
Mary  had  a  Little  Lamb. 
Sleep,  Baby,  Sleep.     (Two  stanzas.) 

Murillo's  Gentle  Shepherd  and  Rosa  Bonheur's  sheep  pictures 
should  be  hung  in  the  schoolroom,  and  used  to  illustrate  the  study 
of  the  sheep.  Other  sheep  pictures  by  good  artists,  and  pictures 
of  dogs  by  Landseer  and  other  painters,  should  be  shown. 

in.    Kablu's  House. 

1.  The  Story. 

Kablu  lived  in  a  house  built  of  logs  laid  one  upon 
another,  the  chinks  between  them  filled  with  moss  and 
clay.  It  leaned  against  a  great  rock,  which  formed  the 
wall  of  the  house  at  the  back.  In  front,  looking  to  the 
east,  was  the  single  door.     Kablu's  house  consisted  of 


102  ORGANIC  EDUCATION. 

but  one  room.  Mats  braided  of  rushes  or  of  bark  hung 
before  the  door  to  keep  out  the  wind  and  rain.  The 
family  slept  on  the  floor  on  beds  of  sheep-  or  goat-skin. 
Here  were  their  clay-baked  utensils  for  cooking,  and 
the  dishes  from  which  they  ate,  also  made  of  clay. 
About  the  house  on  every  hand  stood  high  mountains, 
on  the  slopes  of  which  grew  the  wheat,  barley,  and 
beans  that  Kablu  and  his  father  planted,  and  the  moun- 
tain grass,  upon  which  the  goats,  sheep,  and  cattle 
grazed.  Noisy  little  streams  rushed  down  the  moun- 
tains, clattering  over  the  sharp  edges  of  the  rocks,  and 
dropping  here  and  there  into  cool  still  pools  where  the 
sheep  and  cattle  might  drink.  Kablu  got  up  every 
morning  before  the  sun  had  risen,  and  helped  his  father 
gather  the  materials  for  the  fire  to  the  sun-god. 

When  their  morning  worship  was  over,  he  went  out 
with  the  sheep  upon  the  mountain  side,  kept  the  flock 
together,  and  drove  them  where  there  was  the  best 
pasturage.  At  night  he  brought  them  safely  home 
into  the  fold,  helped  his  father  to  hang  the  mats 
before  the  door  of  the  house,  and  lay  down  to  sleep. 
Sometimes  he  left  the  sheep  for  a  little  while,  when 
they  were  quite  safe,  and  helped  his  father  plough  the 
fields,  sow  or  reap  the  grain,  or  make  some  needed 
utensil  for  the  house.  And  meanwhile  Nema  was  help- 
ing her  mother  weave  or  spin  the  wool  for  their  cloth- 
ing, milking  the  goats  and  cows,  cooking  the  food,  or 
keeping  the  house  tidy. 

Kablu's  family  all  loved  one  another  very  much,  and 
for  this  reason  each  was  glad  to  help  the  others  in 
every  way  he  could.  Each  tried  his  best  to  make  the 
home  a  pleasant  place  for  all  of  them  to  live  in. 


THE   WORE   OF   THE   GRADES,   IN   OUTLINE.      103 

Read  :  O  tell  me,  Pretty  Brooklet,  from  Brooks  and  Brook-Basins, 
Frye,  p.  1. 
Wynken,  Blynken,  and  Nod,  Eugene  Field. 
Song  :    Home,  Sweet  Home. 

The  children  study  the  physical  environment  of 
Kablu's  home,  and  of  their  own,  especially  mountains, 
streams,  the  sun,  the  wind,  and  the  rain. 

It  maybe  hard,  if  there  are  no  mountains  in  the  vicinity,  to  give 
the  children  the  idea  of  a  mountain,  but  electric  light  towers,  high 
buildings,  etc.,  should  be  used  for  comparison,  supplemented  by 
pictures  to  show  the  proper  proportion.  Such  questions  as  the 
following  may  aid  in  conveying  an  idea  of  the  environment  of 
Kablu's  home : 

How  much  higher  was  the  mountain  than  Kablu's  house  ?  Than 
some  high  building  you  have  seen?  How  long  would  it  take  to 
reach  the  top?     Do  you  think  he  would  try  to  run  to  the  top? 

AV'here  did  the  stream  come  from  ? 

Did  it  run  faster  or  slower  than  the  river  at  home? 

Did  the  banks  look  like  those  ef  the  same  river  ? 

Could  you  sail  as  many  boats  on  it  ? 

How  many  boats  do  you  think  Kablu  saw? 

Was  Kablu  glad  or  sorry  to  have  the  stream  near? 

Why?     Was  he  glad  on  the  night  of  the  storm  ? 

Why  w^as  the  stream  larger  then  ? 

Where  did  all  the  water  come  from  ? 

Did  Kablu  watch  the  sun  and  moon  very  much? 

Why  ?     Where  did  the  sun  go  at  night  ? 

Why  did  Kablu  watch  the  moon  ? 

In  connection  with  the  study  of  rain,  the  children  should  read : 
Rain,  by  Stevenson,  Child's  Garden  of  Verses,  and  Little  White 
Lily,  by  George  Macdonald. 

As  a  basis  for  the  study  of  winds,  the  children's 
attention  should  be  called  to  the  fact  that  neither 
Hiawatha  nor  Kablu  had  a  chimney  in  his  house,  thence 
to  the  reason  why  we  have  chimneys  in  our  houses,  and 


104  ORGANIC  EDUCATION. 

the  principle  involved;  this  subject  leading  in  higher 
grades  into  a  discussion  of  the  unequal  heating  of  the 
earth  as  the  cause  of  winds. 

In  this  connection  the  children  should  read  The  Wind,  by- 
Stevenson,  in  ChikVs  Garden  of  Verses. 

In  connection  with  the  study  of  wind  and  rain,  grow- 
ing out  of  the  story  of  the  destruction  of  Kablu's  home 
(told  in  Te7i  Boi/s),  the  children  should  be  taught,  if 
possible,  not  to  fear  storms,  but  to  enjoy  their  grandeur 
and  to  recognize  the  fact  that  because  of  them  we  have 
the  stable  and  comfortable  homes  of  to  day. 

For  the  sun,  read :  Summer  Sun,  and  Night  and  Day,  Stevenson's 
Child's  Garden  of  Verses. 

Kablu's  food  is  studied.  The  life-stories  of  wheat 
and  beans  are  used  as  the  basis  of  the  work  on  these 
subjects.  The  story  of  Sleeping  Beauty  is  made  an 
introduction  to  the  wheat  sequence,  and  the  wheat  seed 
compared  to  the  Sleeping  Princess.  Other  sleeping 
beauties  are  studied  —  cocoons,  chrysalides,  eggs,  buds, 
minerals. 

The  wheat  story  is  continued  through  the  story  of 
bread-making.  This  is  followed  by  the  study  of  the 
cow,  and  the  sequences  of  butter  and  cheese  making. 
The  general  subject  of  heat  is  considered  from  a  prac- 
tical standpoint  —  how  it  is  secured  and  used,  what  it 
does.     Clay  pottery  is  studied  in  sequence. 

Stories  :  How  the  Indians  learned  to  make  clay  dishes. 
Wiltse,  Grandmother  Kaolin's  Story. 

Direction  is  taught.  Copper,  clay,  and  wood  are 
studied,  each  in  its  proper  sequence.      Salt  introduces 


THE   WORK  OF  THE  GRADES,   IN   OUTLINE.      105 

the  subject  of  crystallization.  The  homes  of  the  birds 
and  other  animals  previously  studied  are  considered 
with  reference  to  their  adaptation  to  purposes  of  shelter 
and  protection. 

Read  :  A  Chill,  by  Christina  Rossetti,  in  Open  Sesame,  Vol.  I. 

Seed  homes  are  also  studied,  and  the  care  of  the 
mother-plant  observed  in  their  shape,  coloring,  and  pro- 
visions for  the  nourishment  of  the  seeds. 

All  the  nature-study  for  this  grade  lays  especial 
stress  upon  the  seasons  as  related  to  vegetable  and  ani- 
mal life,  clothing,  industry,  games,  etc.  The  children 
learn  the  names  and  general  characteristics  of  the  vari- 
ous seasons,  read  poems  appropriate  to  each,  and  bring 
into  school  all  signs  of  an  approaching  or  traces  of  a 
departing  season. 

Stories  :  The  Swallow  is  a  Mason,  Second  Reader  of  Normal 
Course  in  Readinr/. 

L.  M.  Child,  Who  Stole  the  Bird's  Nest  ? 

Jack  and  the  Beanstalk  (for  the  rainbow  after  the 
storm). 

The  Wind  and  the  Sun,  ^sop's  Fables. 

Alice  Cary,  Mother  Faerie. 

Jack  the  Giant-Killer. 
SoxGS  :       Sweet  and  Low. 

The  North  Wind  Doth  Blow. 

Home,  Sweet  Home. 
Read  ;        Fawcett,  Two  Kinds  of  Love. 

The  Child's  World,  LilUput  Lectures. 

Alice  Cary,  Suppose. 

Whittier,  Barefoot  Boy.     (Second  stanza.) 

Industries  studied  are  farming,  building,  sheep  and 
cattle  raising,  making  pottery,  weaving  mats;  making 
bread,  butter,  cheese,  salt,  clothing. 


106  ORGANIC  EDUCATION. 

Inventions  studied  are  the  plough,  copper  and  bronze 
knives,  the  churn,  rubbing  sticks  to  make  fire,  clay 
tiles,  mill,  jars. 

Songs  :  There's  a  Queer  Little  House,  The  Child's  Song  Book. 
M.  Collins,  Do  You  Know  How  Many  Stars? 

2.   Comparison. 

Kablu's  home  is  compared  with  the  home  of  Agoo- 
nack  and  Hiawatha,  and  with  the  homes  of  the  children 
in  the  room,  as  to  structure,  size,  form,  utility,  comfort, 
difficulty  in  making,  number  of  persons  needed  in  build- 
ing it,  relation  to  the  environment  and  climate,  number 
of  stories,  rooms,  doors  and  windows,  pieces  of  furni- 
ture, dishes, 'etc.  Kablu's  food  is  compared  with  Hia- 
watha's and  witli  that  of  the  children  of  the  present 
day,  as  to  how  it  is  obtained,  prepared,  methods  of 
exchange,  standards  of  measurement  and  cost.  The 
physical  environment  of  Kablu's  home  is  compared  with 
that  of  the  children's  homes.  The  children  determine 
the  type  forms  for  the  different  houses.  They  learn  to 
draw  the  types  and  pictures  of  their  own  houses  in 
some  detail.  They  make  the  houses  of  clay,  blocks,  or 
other  materials.  The  children  trace  and  copy  pic- 
tures, made  by  the  teacher,  of  the  two  homes  and  their 
environment. 

Suggested  Questions:  — 

What  did  Kablu  do  to  make  his  home  comfortable  and  cheerful? 

Do  you  have  something  to  do  for  your  home  every  day  ?  What 
is  it? 

Do  you  do  it  well  ? 

Are  you  always  obedient  ?  When  it  is  hard  as  well  as  when  it  is 
easy?     When  nobody  sees  you? 


THE    WORK   OF  THE  GRADES,   IN   OUTLINE.     107 

Are  you  really  obedient  if  you  obey  only  when  some  one  sees  you  V 

Why  should  you  be  obedient  ? 

Whom  should  you  obey  ? 

How  well  do  you  love  those  at  home  ?  What  shows  how  well 
you  love  them? 

Where  do  you  get  your  food? 

Where  does  the  storekeeper  get  it? 

At  what  kinds  of  stores  do  you  get  your  food  ? 

Why  did  not  Kablu  get  his  food  at  stores  ? 

How  do  you  buy  bread?  (By  the  loaf.)  Butter?  Cheese? 
(Scales  to  show  weights.)     Flour?    Beans?     Milk? 

3.  Measure. 

The  lenofth  and  width   of  the  house  in  which  each 

CD 

child  lives  is  measured  carefully  by  him,  its  rooms,  doors, 
windows,  etc.  He  counts  the  number  of  stories,  rooms, 
doors,  windows,  and  pieces  of  furniture  in  the  house. 

The  children  study  the  pound,  the  half-pound,  the 
quarter-pound,  the  ounce,  the  gallon,  the  half-gallon, 
the  quart,  the  pint,  and  the  square  foot.  They  tell 
what  they  buy,  or  what  they  have  seen  bought,  how 
it  is  measured,  how  much  it  cost,  and  from  these  facts 
the  teacher  makes  simple  problems.  The  play-houses 
are  made  to  measurement.  The  area  of  floors,  walls, 
roofs,  and  of  the  tiles  and  shingles,  is  calculated. 

4.  Expression. 

The  children  make  a  model  of  Kablu's  house,  side  by 
side  with  a  model  of  a  house  of  the  present  day,  each 
with  its  environment  and  appropriate  furnishings.  Clay 
figures  or  paper  dolls  of  the  members  of  the  family, 
their  pets,  and  domestic  animals,  may  be  added.  They 
tell  or  write  and  illustrate  all  the  sequences  mentioned 
in  the  science-study.     They  make  a  churn,  plough,  tiles, 


108  ORGANIC  EDUCATION. 

and  jars.  They  try  to  kindle  a  fire  as  he  did.  They 
mark  the  sunlight  on  the  floor  of  the  schoolroom  at 
morning,  noon,  and  late  afternoon,  and  learn  to  tell  time 
approximately  by  it.  They  make  collections  of  seed 
homes,  shell  homes,  pictures  of  furniture,  of  homes  of 
all  kinds,  of  animals  and  of  plants  studied.  They  play 
fencing  in  the  fields,  and  making  shelter  for  the  cows 
and  sheep.  They  picture,  act  out,  and  tell  the  sequences 
of  the  different  industries  and  stories. 

IV.     Kablu's  School. 

1.   The  Story. 

Kablu's  school  was  his  home.  Here  he  learned  how  to 
plough  and  sow  and  reap  the  grain,  how  to  care  for  the 
flocks  and  herds,  to  protect  them  from  the  wild  beasts, 
to  build  or  repair  the  house  he  lived  in,  to  help  in  build- 
ing a  rude  cart  or  wagon,  used  for  carrying  heavy  loads, 
and  to  be  drawn  by  oxen.  In  this  wagon  his  father  rode 
when  he  had  to  go  a  long  distance.  Kablu  learned  how 
to  kindle  a  fire  by  rubbing  two  dry  sticks  together,  and 
how  to  shape  and  bake  the  clay  to  make  pottery.  His 
father  taught  him  how  to  count  up  to  one  hundred,  so 
that  he  could  always  tell  how  many  sh«eep  were  in  the 
flock,  and  know  whether  any  had  strayed  away.  He 
could  count  in  moons  how  old  he  was,  and  how  old  his 
little  sister  Nema  was.  He  could  tell  what  time  it  was 
by  the  height  of  the  sun  in  the  sky. 

Read  :  The  Moon,  in  Open  Sesame,  Vol.  I. 
Jean  Ingelow,  Seven  Times  One. 
Lord  Houghton,  Lady  INIoon,  in  Open  Sesame,  Vol.  T. 
J.  W.  Riley,  The  Man  in  the  Moon,  Rhymes  of  Child- 
hood. 


the  work  of  the  grades,  in  outline.    109 

2.  Comparison. 

The  children  compare  their  school  with  Kablu's,  as 
to  subjects  taught,  their  usefulness,  size  of  school,  the 
number  of  hours  spent  in  it  each  day,  etc. 

3.  Measure. 

The  children  count  the  number  of  things  Kablu 
learned  to  do  in  his  school,  the  number  of  hours  he 
spent  there  every  day ;  the  number  of  things  they  have 
learned  to  do  in  school,  the  number  of  hours  they  spend 
in  school  every  day,  every  week. 

Read  :  Little  Moments,  in  Opeii  Sesame,  Vol.  I. 
V.     Industrial  Life. 

1.   The  Story. 

What  Kablu  and  his  father  and  mother  had  to  do  in 
order  to  live  has  been  snfificiently  treated  before  under 
the  Home.  But  in  addition  to  the  farming,  sheep  and 
cattle  raising,  felling  of  trees,  house-building,  making 
pottery  and  tiles,  spinning,  weaving,  sewing,  grinding, 
baking,  dairy-work,  and  mat  weaving,  should  be  studied 
cart  building  and  the  making  of  copper  knives.  The 
carts  were  built  by  cutting  a  cross  section  from  the 
trunk  of  the  tree  as  long  as  the  cart  was  to  be  wide, 
hollowing  out  the  middle  of  it  to  serve  as  the  axle,  and 
leaving  the  two  ends  for  the  wheels.  Upon  this  spool- 
like contrivance,  over  the  axle,  was  poised  the  body  of 
the  wagon,  made  of  wickerwork,  in  which  sat  the  occu- 
pant. To  a  long  pole  extended  from  this  body  were 
hitched  the  oxen  that  drew  the  cart. 


110  organic  education. 

2.   Comparison. 

The  industrial  life  of  the  Aryans  is  compared  with 
that  of  the  present  day,  with  a  view  to  bringing  out 
clearly  the  meaning  of  farming  as  an  industry.  To  this 
end  all  the  observations  and  experiences  of  such  children 
as  have  ever  lived  or  visited  on  a  farm  should  be  utilized. 

As  specimen  questions,  the  following  are  suggested :  — 
Why  don't  you  help  your  father  farm? 
Why  doesn't  he  farm  ? 

Where  would  he  have  to  go  if  that  were  his  business  ? 
Have  you  ever  been  in  the  country? 
What  did  you  see  the  farmers  do  ? 
How  many  things  do  you  know  that  they  do? 
When  do  they  plough  the  ground  for  wheat? 
What  else  do  they  do  to  the  ground  ? 
AVhat  do  they  plant  ?     How  ? 
What  tools  or  machinery  are  used  ? 
How  long  does  it  take  for  these  plants  to  grow  ? 
What  must  be  done  for  them  while  they  are  growing? 
When  are  they  ready  to  be  gathered  ? 
How  is  it  done  ? 
How  are  they  stored  ? 
How  long  will  they  last? 
How  are  they  sold  ? 
What  price  is  paid  ? 

Where  does  the  seed  for  next  year  come  from  ? 
How  much  time  does  all  the  work  take  ? 
Is  the  work  easy  or  hard  ? 

What  must  be  done  for  the  animals  on  the  farm  —  horses,  cows, 
sheep,  pigs,  chickens? 

Do  they  make  their  own  houses,  as  do  the  birds  and  squirrels  ? 

What  are  they  good  for  ? 

Is  it  worth  while  for  the  farmer  to  take  good  care  of  them  ? 

Why  should  he  treat  them  kindly  ? 

In  what  does  the  farmer  ride  ? 

In  what  did  Kablu  ride  ? 


THE    WORK    OF   THE  GRADES,    IN   OUTLINE.      Ill 

Which  is  the  better  ?     Wliy  ? 

AVhy  should  a  wagon  be  so  large  ? 

How  large  is  it? 

What  does  the  farmer's  wife  do ?    His  sons?     His  daughters? 

Why  doesn't  the  wife  spin  and  weave  ? 

How  does  she  make  butter  and  cheese  ? 

Does  she  grind  her  own  flour?     Who  does? 

Did  you  ever  watch  your  mamma  bake?     What? 

What  did  she  do? 

AVho  makes  our  dishes  and  knives  and  forks? 

Why  don't  we? 

What  work  do  you  do  ? 

What  plants  and  animals  have  you  ? 

Story  :  The  Ant  and  the  Cricket,  in  Open  Sesame,  Vol.  I. 

3.  Measure. 

The  eliilclren  determine  the  standards  of  measure- 
ment and  value  used  in  buying  and  selling  the  various 
products  of  the  farm. 

The  following  are  specimen  questions  under  this  head :  — 

How  do  we  buy  eggs  ? 

How  much  do  we  pay  for  them  ? 

Is  the  price  different  in  summer  from  that  in  winter?     Why? 

How  do  we  buy  butter  ? 

What  is  the  cost?     The  difference  in  summer  and  winter? 

How  is  wheat  sold  ? 

How  do  we  buy  flour  ? 

What  is  its  cost  ? 

What  is  the  cost  of  chickens  ? 

Is  it  cheaper  to  raise  them  or  to  buy  them  ? 

What  is  the  cost  of  milk?    Of  beef?    Of  pork  ?    Of  vegetables ? 

How  do  we  buy  them  (by  what  measure)  ? 

4.  Nature-Study. 

Such  products  of  the  farm  as  have  not  before  been 
studied  by  the  children  are  selected  by  the  teacher  for 


112  ORGANIC  EDUCATION, 

study.  The  process  of  germination  and  ripening  is 
especially  emphasized  at  this  period,  the  relation  of 
plants  to  the  soil,  to  light,  warmth,  moisture,  etc.  Some 
of  the  commoner  vegetables  and  fruits  may  be  studied 
in  the  large.  Such  should  be  selected  as  are  appropri- 
ate to  the  season  and  available  to  the  children. 

5..  Expression. 

Nature-stories  are  written  by  the  children,  illustrated 
by  drawings,  and,  when  appropriate,  acted  out.  Models 
of  the  primitive  cart  and  plough  are  made.  Some  of  the 
machinery  used  cni  a  modern  farm  may  be  constructed 
by  the  children,  if  not  too  complicated.  A  rude  wind- 
mill, for  instance,  may  easily  be  made. 

Song:    Miller,  The  Farmer. 

Read  :  Longfellow,  The  AVindmill.     (Selections.) 

Krout,  Little  Brown  Hands,  in  Open  Sesame,  Vol.  L 

VI.     The  State. 

The  Story. 

At  this  period  the  state  and  the  family  were  one. 
The  nomadic  tribe  had  divided  into  more  or  less  iso- 
lated and  independent  families,  in  each  of  which  the 
father  was  the  head.  The  modern  child  at  this  stage 
of  development  has  little  idea  of  any  authority  outside 
of  the  home.  The  conception  of  state  organization 
need  not  therefore  be  introduced  until  later,  when  it 
may  advantageously  be  compared  with  the  political 
structure  of  succeeding  periods. 

VII.    Kablu's  Church. 

1.   The  Story. 

In  front  of  the  house  stands  a  broad  flat  stone  upon 
which  exactly  at  sunrise  every  morning  Kablu's  father 


THE   WORK  OF  THE  GRADES,   IN  OUTLINE.     113 

kindles,  by  rubbing  two  dry  sticks  together,  a  fire  in 
honor  of  the  sun,  the  great  god  of  light  and  fire.  The 
whole  family  stands  about  the  stone,  and,  as  the  flame 
rises,  Kablu's  mother  and  his  sister  Nema  pour  upon 
it  the  juice  of  the  soma  plant,  and  some  of  the  butter 
they  have  made,  so  that  the  fire  blazes  up  brighter  and 
hotter,  while  the  father  prays  to  the  great  sun-god  that 
he  may  shine  upon  them  all  day  and  make  them  glad. 

2.   Comparison. 

This  church  of  Kablu's  is  compared  with  the  churches 
the  children  know,  to  bring  out  the  meaning  of  the 
church  service  in  its  broader  outlines.  The  children, 
in  all  these  comparisons  between  the  primitive  religions 
and  our  own,  are  led,  so  far  as  may  be,  to  recognize 
identity  of  meaning  under  differences  of  form.  The 
forms  peculiar  to  each  religion  are  connected  closely 
with  the  industrial  life  of  the  people  ;  as,  in  the  case  of 
the  early  Aryans,  the  sun  naturally  became  their  god 
from  its  beneficent  influences  upon  vegetation. 

Such  questions  as  the  following  may  be  used :  — 

Did  Kablu  go  to  church?     Why  not? 

What  was  his  church  ? 

Do  we  worship  the  sun  ? 

'V\Tio  made  the  sun  ? 

Whom  do  we  worship  ?     When  ? 

Just  on  Sunday  ?     How  ? 

Why  did  Kablu  think  so  much  of  the  sun  ? 

What  did  it  do  for  him  ? 

Reference  Books: — 

Taylor,  Origin  of  the  Aryans. 
Fiske,  Discovery  of  America. 
Bunce,  Fairy  Tales,  their  Origin  and  Meaning. 


114  OBGANIC  EDUCATION, 

Poor,  Sanskrit  and  Kindred  Literature. 

Cox,  Mythology  of  the  Aryan  Nations. 

Lang,  Custom  and  Myth. 

Fiske,  Myths  and  Myth  Makers. 

Mason,  The  Origin  of  Inventions. 

Mason,  Woman's  Share  in  Primitive  Culture. 

Chase  and  Clou,  Stories  of  Industry. 

Jevons,  Antiquities  of  the  Prehistoric  Aryans. 

Hartland,  Science  of  Fairy  Tales. 

Clodd,  Childhood  and  Religion. 

Jane  Andrews,  Ten  Boys. 

Mrs.  Jameson,  Sacred  and  Legendary  Art. 

Woltman  and  Woermann,  History  of  Painting. 

Kugler,  Handbook  of  Painting. 

Schrader,  Antiquities  of  the  Prehistoric  Aryans. 

Morris,  The  Aryan  Race  —  Origin  and  Achievement. 

Gummere,  Germanic  Origins. 

Baring-Gould,  Curious  Myths  of  the  Middle  Ages. 

Field,  Field  Flowers. 

Gibson,  Sharp  Eyes. 

Hurll,  Child-Life  in  Art. 

Poulsson,  In  the  Child's  World. 

Fraser,  The  Golden  Bough. 
Pictures: —  ' 

Troyon,  Return  to  the  Farm. 

Wilkie,  Sheep  Washing. 

Landseer,  King  Charles  Spaniels,  The  Horse-shoer,  Highland 
Music. 

Ferrier,  Little  Red  Riding  Hood. 

A¥atts,  Little  Red  Riding  Hood. 

Defregger,  Grandfather's  Jackknife. 

Madame  Lebrun,  Mother  and  Daughter. 
Miiller, 


Raphael, 
Murillo, 
Da  Vinci, 
Feuerstein, 
Maratta, 


Holy  Family. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.     115 

Steffeck,  Queen  Louise  of  Prussia  and  her  Sons. 

Sir  David  Wilkie,  The  Sheep  Washing. 

Munier,  Animals  at  the  Farm. 

Reynolds,  Penelope  Boothby  and  Simplicity.  National  Gallery, 
London. 

Lawrence,  Nature. 

Bouguereau,  Head  of  Gypsy  Child. 

Meyer  Von  Bremen,  The  Little  Rabbit  Seller,  Household  Cares, 
Going  to  School,  The  Pet  Bird,  The  Wounded  Lamb. 

Murillo,  Beggar  Boys.     Old  Pinakothek,  Munich. 

Brown,  Castles  in  Spain. 

Bashkirtseff,  The  Meeting. 

Millais,  Pomona. 

Vivarini,  Angel  from  painting  in  Church  of  Redentore.    Venice. 

Miiller,  Joseph  and  Boy  Jesus. 

Guido  Reni,  Joseph  and  Boy  Jesus,  from  the  Holy  Family, 
Rome. 

Murillo,  Gentle  Shepherd.     Queen's  Gallery,  Madrid. 

Rosa  Bonheur,  Sheep,  Cows,  Horse  Fair. 

Millet,  Angelus,  Sower,  Gleaners. 

Breton,  Gleaners. 

Bouguereau,  The  Elder  Sister. 

Reynolds,  Age  of  Innocence.    National  Gallery,  London. 

Knaus,  Our  I^ets. 

Renouf,  A  Helping  Hand. 

Nicholls,  Paul  and  Florence  Dombey. 

Raphael,  Singing  Angels  (from  Madonna  del  Baldacchino). 

Lawrence,  Mrs.  Martindale. 

F.  Goodall,  Spinners  and  Weavers  in  Egypt. 

W.  Frank  Calderon,  Orphans. 

P.  H.  Fisher,  The  Dog  with  his  Master's  Dinner. 

Greuze,  Girl  and  Spaniel. 

Breton,  The  Lark. 

Ferrier,  Zuleika's  Pets. 

Enslie,  Jonquils. 

Landelle,  The  Vision  of  the  Virgin. 

Parker,  The  Good  Shepherd. 

Reynolds,  Miss  Frances  Harris. 


116  ORGANIC  EDUCATION. 

Reynolds,  The  Strawberry  Girl. 
Reynolds,  The  Guardian  Angel. 
Millais,  Lilacs. 
Sperling,  At  the  Fireside. 
Goodall,  The  Virgin  and  Child. 
Laugee,  In  Autumn. 

Bouguereau,  The  Virgin,  Jesus,  and  St.  John. 
Bouguereau,  Alma  Parens. 
Orezy,  Devouring  the  News. 
Constable,  Landscapes. 

Raphael,  Madonna  and  Child.  (All,  but  particularly  Madonna 
of  the  Chair.     Pitti  Palace,  Florence.) 

Murillo,  Children  of  the  Shell,  and  St.  Anthony  and  Child. 

Defregger,  A  Child  in  the  Midst. 

Carlo  Dolci,  Madonna  and  Child.     Corsini  Gallery,  Rome. 

Andrea  del  Sarto,  Madonnas.     Ufizzi  Gallery,  Florence. 

Botticelli,  Madonnas.     Borghese  Gallery,  Rome. 

Knaus,  Madonna. 

Miiller,  Madonnas. 

Guido  Reni,  Joseph  and  the  Boy  Jesus.     Louvre,  Paris. 

Correggio,  Madonna  della  Scala.     Parma. 

Correggio,  Boy  Blowing  Shell.     Parma. 

Millet,  Woman  Churning. 

Millet,  Sheep  Shearing. 

Maas,  The  Spinner. 

Van  Dyke,  Children  of  Charles  I. 

Reliefs  Suggested  :  — 

Donatello,  St.  John  (high  relief,  Bargello,  Florence). 

Delia  Robbia,  Madonna  of  the  Lily.  Convent  San  Marco, 
Florence. 

Benedetto  de  jVIariano,  Madonna  and  Child. 

Thorwaldsen,  Summer  and  xlutumn. 

The  teacher  should  consult  the  lists  of  books,  pictures,  statues, 
etc.,  given  under  the  preceding  periods.  Many  of  them  will  be 
found  suggestive  of  material  for  this  period  also. 


THE   WORK  OF  THE  GEADES,  IN   OUTLINE.     117 

DARIUS,   THE   PERSIAN    BOY. 

Grade  A  1. 

Ages  of  children,  six  to  seven  years. 

A.    ANALYSIS   OF   CHARACTER. 

The  military  spirit  begins  to  dawn  here  (in  girls  as 
well  as  in  boj^s).  The  instincts  of  individualism,  of 
self-assertion,  quicken  in  the  child.  He  is  at  least  par- 
tially emancipated  from  the  tutelage  of  his  mother,  and 
his  father's  influence  over  him  strengthens.  He  likes 
noise,  bright  colors,  and  striking  costumes.  His  desire 
for  notice  and  affection  is  so  strong  that  it  can  be  used 
to  overcome  the  negative  side  of  this  instinct.  He 
wants  to  be  noticed,  to  conquer,  to  control. 

B.    ETHICAL    AIMS. 

These  instincts  should  be  utilized  by  the  teacher, 
turned  into  healthful  channels,  that  the  character  may 
be  enriched  by  them.  Individual  self-assertion  must 
be  tempered  and  directed  through  obedience,  in  which 
alone  cooperation  becomes  possible.  Courage  should 
be  turned  upon  the  daily  tasks  and  difficulties  of  the 
child.  Truthfulness  should  be  accounted  the  sign  and 
seal  of  his  soldierhood.  Martial  music  and  military 
exercises  are  freely  used  in  this  grade,  and  in  all  ways 
the  soldierly  ideal  is  made  as  inspiring  as  possible. 

C.    MATERIAL. 

In  this  grade  the  work  is  based  on  the  Persian  civili- 
zation.    The  Persian  has  gained  over  the  earlier  Aryan, 


118  ORGANIC  EDUCATION. 

in  that  he  knows  his  physical  environment  better,  and 
can  use  it  to  his  purposes.  Being  released  from  the 
constant  struggle  for  a  bare  subsistence,  his  energies 
turn  themselves  to  military  conquest,  and  to  the  per- 
fecting of  industrial  arts.  Gradually,  through  the  pro- 
gressive extension  of  the  principles  of  cooperation  and 
division  of  labor,  the  early  Aryan  family  has  grown  into 
the  city.  And  it  is  city  life  we  are  now  to  study  —  not, 
as  before,  the  lives  of  a  nomadic  tribe  and  somewhat 
isolated  agricultural  family. 

Darius,  our  type-character,  belongs  to  the  warrior 
class.  That  is,  his  father  is  a  soldier,  and  he  hopes  to 
be  one  himself  some  day.  And,  therefore,  he  is,  first 
of  all,  obedient  to  the  word  of  command  from  father, 
mother,  teacher,  or  whomsoever  may  be  in  authority 
over  him.  As  obedience  is  the  first  requisite  of  a  sol- 
dier, so  is  courage  the  second;  and  Darius  is  brave. 
He  does  not  imagine  difficulties  or  dangers,  but  goes 
straight  ahead  with  what  he  intends  to  do,  sure  that  he 
will  be  able  to  overcome  whatever  obstacles  lie  in  his 
path.  And,  finally,  he  is  truthful  in  word  and  deed, 
for  this  also  is  the  quality  of  a  soldier.  He  is  not  afraid 
to  speak  the  exact  truth,  even  when  he  has  done  wrong 
and  might  feel  like  shielding  himself  behind  a  lie.  He 
is  too  good  a  soldier  for  that.  He  stands  out  bravely  and 
confesses  the  truth,  whatever  may  be  the  consequences. 

The  art  of  Persia  embodies  the  instincts  of  this  stage 
in  civilization.  It  has  a  utilitarian  basis,  but  transcends 
it.  It  stands  in  the  closest  possible  relations  to  environ- 
ment, reaching  out  and  utilizing  for  its  purposes  the 
flowers,  animals,  etc.,  of  the  country.  Persian  archi- 
tecture  of  this  period  is  daring,  large,  and  sensuous, 


THE    WORK   OF   THE   GRADES,  IN   OUTLINE.     119 

typical  of  the  first  exuberance  of  a  new  power.  In  this 
period  beauty  is  conceived  as  large  flowing  outlines, 
rather  riotous  than  severe,  and  warm,  brilliant  coloring. 

Reading  :  Phoebe  Gary,  Don't  give  up. 

Song  :  There  was  a  Little  Girl,  St.  Nicholas  Song-Book. 

For  the  embodiment  of  the  ideals  by  the  people  themselves  see 
Liibke,  History  of  Art;  Owen  Jones,  Grammar  of  Ornament; 
Per  rot  and  Chipiez,  Art  of  Persia. 

Pictures : — 

For  modern  conceptions :  Riviere,  Daniel  in  the  Lions'  Den ; 
Exiles  in  Babylon,  by  A.  L.  O.  E. 

For  ideals  of  courage,  the  stories  of  Daniel  in  the  Lions'  Den 
(pictures  by  Riviere),  and  the  stories  of  the  Persian  heroes,  Sohrab 
and  Rustum,  may  be  used  ;  for  ideals  of  obedience  and  courage,  on 
the  positive  side,  the  story  of  the  three  exiles  in  Babylon,  who 
were  cast  into  the  fiery  furnace,  and  yEsop's  fable  of  the  Boy  and 
the  Nettle;  on  the  negative  side,  that  of  Xerxes,  the  man  who 
wanted  to  chain  the  sea  (Wiltse)  ;  for  ideas  of  truthfulness,  Wash- 
ington, and  the  story  of  the  Persian  boy  in  Whittier's  Child  Life  in 
Prose ;  for  cheerfulness  and  energy,  ^sop's  fables  of  Stone-broth 
and  the  Lark  and  Her  Young  Ones. 

Song  :  There,  Little  Girl,  Don't  cry,  words  by  J.  W.  Riley. 

The  child  may  be  aided  to  make  these  ideals  definite  in  his  own 
mind  by  such  questions  as  the  following  :  — 

Do  you  always  tell  the  truth  ?     Why  not  ? 

What  makes  it  hard? 

Why  should  we  tell  the  truth  ? 

Ways  of  telling  a  lie :  Acting,  withholding  truth,  telling  part 
exaggeration. 

Do  you  obey  because  some  one  requires  it,  or  do  you  make  your- 
self obey?  Which  is  the  better?  Which  is  the  harder?  When 
you  are  away  from  your  parents  and  teachers,  can't  you  think  what 
they  would  wish  you  to  do,  and  make  yourself  obey  that? 

Of  what  advantage  would  it  be  ? 


120  ORGANIC  EDUCATION, 

How  brave  are  you  ?     As  brave  as  Daniel  ? 

What  requires  most  bravery? 

What  helps  you? 

How  can  you  show  that  you  are  truthful  ?    Brave  ?    Courageous  ? 

I.     Appearance. 

1.  The  Story. 

Darius  is  a  strong,  active  boy,  with  blue  eyes  and 
light-brown  hair.  He  is  straight  and  tall,  and  looks 
you  directly  in  the  eye.  The  muscles  of  his  arms  and 
legs  are  almost  as  firm  and  hard  as  wood. 

In  connection  with  this  topic  there  should  be  given  especial 
attention  to  appropriate  physical  exercises,  and  a  study  of  the  lungs, 
skin,  and  muscles. 

2.  Comparison. 

The  appearance  of  Darius  is  compared  with  that  of 
Hiawatha  and  of  Kablu. 

3.  Measure. 

Each  child  measures  the  height,  girth,  length  of 
limb,  sight  and  hearing,  of  some  other  child,  in  feet 
and  inches. 

4.  Expression. 

The  children  draw  and  color  the  picture  of  the  boy 
in  the  room  who,  they  think,  most  resembles  Darius. 
They  draw  pictures  of  Darius. 

II.     Clothing. 

1.   The  Story. 

Darius  wore  a  tunic  and  trousers  of  leather,  and 
sandals  of  felt.  He  had  no  head-covering.  The  King 
wore  a  tunic  of  striped  purple  and  white,  and  trousers 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.     121 

of  crimson  wool,  a  purple  robe  of  wool  or  silk,  often 
embroidered  with  gold,  a  covering  for  the  head,  and 
yellow  shoes.  One  servant  carried  his  fan  of  peacock 
feathers  and  another  his  parasol. 

A  minute  description  of  the  dress  of  the  King,  with  illustrations, 
is  found  in  Rawlinson's  Five  Great  Monarchies.  The  children  study 
the  primary  and  secondary  colors,  shades,  and  tints,  in  connection 
with  the  process  of  dyeing. 

The  children  become  familiar  with  the  process  of 
leather  making,  connecting  it  with  the  study  of  tanning 
in  the  Hiawatha  epoch.  They  examine  machinery  used 
in  making  different  articles  of  clothing,  such  as  sew- 
ing-machines, machinery  used  in  making  shoes,  pins, 
buttons. 

The  children  study  the  silkworm  if  possible,  if  not, 
some  other  caterpillar,  in  connection  with  the  study  of 
silk.  They  study  the  peacock,  gold,  and  some  precious 
stone. 

2.  Comparison. 

The  children  compare  the  clothing  of  Darius  with 
that  of  the  King,  and  each  with  their  own,  in  color, 
material,  shape,  process  of  making,  durability,  etc. 

Questions  such  as  the  following  may  aid  in  bringing  out  these 
points  :  — 

'Why  was  there  such  a  difference  between  Darius  and  the  King 
in  dress? 

Do  we  wear  anything  made  of  leather? 

Where  does  it  come  from  ? 

Who  makes  it  ? 

Is  it  done  by  hand  or  by  machinery  ? 

Is  it  all  done  by  one  person  ? 

Did  they  have  machinery  in  the  time  of  Darius  ? 


122  ORGANIC  EDUCATION, 

3.  Measure. 

They  compute  the  number  of  persons  required  to 
make  corresponding  articles  of  their  own  clothing  and 
of  a  Persian  boy's;  the  time  involved,  and  the  cost. 
They  continue  the  study  of  the  yard  and  its  measures, 
and  the  different  pieces  of  money  they  are  familiar 
with.  (The  use  of  figures  and  symbols  of  relations  of 
numbers  is  taught  as  needed.) 

4.  Expression. 

A  Persian  doll  is  dressed,  and  an  American  doll. 
All  measurements  are  exactly  made,  the  cost  of  all 
material  is  calculated,  and  colors  are  discriminated. 

III.    Home. 

1.  The  Story. 

Darius  lived  in  a  two-story  brick  house,  whose  upper 
story  projected  slightly  over  the  lower.  Upon  the  roof 
was  a  garden,  surrounded  by  a  railing,  where  Darius 
often  sat  or  walked  in  the  evening,  for  where  he  lived 
the  climate  was  warmer  than  that  of  Kablu's  or  of 
Hiawatha's  home.  From  the  garden  he  could  look  up 
into  the  sky  where  the  moon  and  the  stars  shone 
brightly,  smell  the  perfume  of  the  roses  and  lilies  which 
the  breeze  brought  to  him,  and  hear  the  sounds  of  the 
city  life  around  him. 

Babylon  was  a  beautiful  city,  with  its  magnificent 
piles  of  stone  and  brick  architecture,  its  palaces  and 
hanging  gardens  and  high  altars,  its  gold  and  silver  and 
precious  stones  freely  used  for  decorations,  its  brilliant 
tilings  and  its  impressive  sculpture. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.     123 

The  teacher  should  elaborate  these  suggestions,  and  show  pic- 
tures of  the  Persian  palaces,  hanging  gardens,  altars,  etc.,  especially 
of  the  Hall  of  a  Hundred  Columns,  so  that  the  children  get  a  clear 
idea  of  the  splendor  of  the  Persian  civilization. 

Rawlinson,  Ancient  Monarchies,  Vol.  HI.,  and  Benjamin,  Story 
of  Persia,  in  the  Stories  of  the  Nation  Series,  will  afford  some 
useful  material. 

The  occasional  cone-  or  dome-shaped  roof  and  the  use 
of  the  arch  should  be  noted. 

Babylon  was  surrounded  by  a  thick  wall,  probably  fifty 
or  sixty  feet  high.  This  wall  was  so  thick  that  on  its 
top  two  rows  of  houses  were  built,  with  a  roadway  be- 
tween them,  wide  enough  for  a  four-horse  chariot  to 
turn  around.  The  river  Euphrates  flowed  through  the 
city,  and  watered  the  fertile  plain  that  surrounded 
Babylon.  On  this  plain  grew  flowers  and  fruit  trees 
innumerable  —  roses  and  lilies,  peaches,  apples,  pears, 
and  cherries.  And  here  also  were  spread  the  fields  of 
wheat  and  barley,  of  beans  and  other  vegetables.  But 
back  of  this  fertile  spot,  behind  the  city,  the  ground 
rose  suddenly  into  a  high  plateau,  part  of  which  was 
a  desert.  And  beyond  this  rose  the  mountains,  covered 
with  ice  and  snow,  from  which  were  mined  the  Persian 
gold,  silver,  copper,  and  iron. 

The  physical  environment  of  the  home  of  Darius  is 
studied  through  the  comparison  which  the  children 
make  with  their  own  —  its  surface,  climate,  soil,  and 
productions.  The  desert,  the  plateau,  the  valley,  and 
the  river  are  especially  emphasized.  Ice  and  snow  are 
studied,  with  stress  upon  forms  of  crystallization.  Fol- 
lowing this,  and  connected  also  with  building  stone  and 
clay,  may  be  studied  some  one  of  the  precious  stones 


124  ORGANIC  EDUCATION, 

known  to  the  Persians  —  agate,  topaz,  emerald,  ruby, 
opal,  sapphire,  and  amethyst. 

The  conceptions  of  hemisphere,  horizon,  and  the  daily 
path  of  the  sun  are  introduced.  Stories  are  told  of  the 
constellations :  Dipper,  Bear,  Orion,  Pleiades. 

The  cat  is  studied  as  a  domestic  animal,  the  camel 
and  horse  as  beasts  of  burden,  and  the  lion  as  the  sym- 
bol of  strength.  The  single  wild  rose  and  the  lily  are 
studied  in  the  sequences. 

Song  :        Schubert,  The  Wild  Rose. 

Stories  :  A  Child  to  a  Rose,  from  Open  Sesame,  Vol.  I. 

George  Macdonald,  Little  White  Lily. 

The  Cock  and  the  Jewel,  and  The  Camel,  -^sop's 

Fables. 

2.  Comparison. 

The  home  of  Darius  is  compared  with  those  of 
Hiawatha  and  Kablu,  and  of  the  children  in  the  room, 
as  to  size,  material  used,  number  of  rooms,  probable  cost, 
furniture,  etc.  They  decide  which  kind  of  house  they 
like  best,  and  tell  about  the  nicest  house  they  ever  saw. 
They  try  to  find  out  what  makes  a  nice  home,  —  whether 
it  is  the  house  itself,  its  furniture,  or  the  people  who  live 
in  it.  They  decide  from  the  weather  report  which  they 
have  made  what  days  have  been  like  those  in  the 
country  of  Darius.  They  learn  terms  for  size  and 
place. 

3.  Measure. 

They  measure  every  part  of  the  house  and  of  the 
palace  which  they  build.  They  measure  the  size  of  an 
ordinary  brick,  as  well  as  of  the  bricks  they  make,  find 
out  the  cost  of  a  load,  and  the  number  of  loads  used  in 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.     125 

building  some  house  that  they  know.  They  count  the 
number  of  stars  in  the  constellations  they  observe,  and 
note  how  many  are  large  ones,  and  how  many  are 
small. 

They  have  considerable  exercise  in  counting  in  mak- 
ing estimates  of  the  material  for  the  house.  In  connec- 
tion with  this  topic  they  study  the  square  foot  and 
cubic  inch.  With  the  study  of  the  flowers  and  fruits 
they  notice  the  significance  of  certain  numbers,  as  of  the 
number  of  petals  of  the  rose,  apple,  pear,  cherry,  and 
lily,  cells  of  ovary,  etc.  Also  significant  numbers  in  the 
study  of  the  animals,  as  the  number  of  toes,  teeth,  etc. 

4.  Expression. 

The  children  build  a  Persian  palace,  with  platforms, 
steps,  and  columns,  using  blocks  of  the  following 
type  forms:  square  prism,  triangular  prism,  cube, 
cylinder,  and  the  square  and  oblong  plinths.  They 
make  clay  bricks,  and  build  the  house  of  Darius  with 
them,  showing  the  roof  garden.  They  build  arches  of 
these  bricks,  and  experiment  to  see  which  kind  of  arch 
is  strongest.  They  build  a  wall,  such  as  that  about 
Babylon,  showing  its  gates.  They  show  how  Cyrus 
took  Babylon. 

They  cut  paper,  or  make  clay  figures  for  winged  bulls. 
They  copy  designs  of  Persian  ornament,  by  means  of 
tablets,  sticks,  rings,  and  sewing,  or  by  means  of  colors, 
and  then  make  designs  of  their  own. 

Designs  for  the  ornament  work  may  be  found  in  The  Grammar 
of  Ornament,  by  Owen  Jones,  and  the  material  for  reproducing  in 
Prang's  Box  of  Models,  No.  1,  supplemented  by  a  set  of  kinder- 
garten rings.  The  Anchor  Stone  Building  Blocks  may  also  be 
used  for  the  building. 


126  ORGANIC  EDUCATION. 

They  make  paper  patterns  of  Persian  designs  conven- 
tionalized from  the  single  rose,  the  leaves  of  the  rose 
bush,  the  peach  tree,  the  lily,  etc.,  being  careful  to  make 
plain  in  each  case  wliich  original  is  followed. 

They  draw,  paint,  and  mould  flowers,  fruit,  and  leaves. 
They  draw  and  mould,  the  camel,  the  horse,  and  the  cat, 
and  cut  them  out  of  paper. 

IV.    Food. 

1.  The  Story. 

Darius  ate  antelope,  partridge,  and  the  flesh  of  the 
domestic  animals,  with  cakes  of  wheat  or  barley,  dates, 
pears,  peaches,  apples,  cherries,  nuts,  and  berries  of 
various  kinds.  But,  though  he  had  such  good  food,  he 
had  to  get  it  for  himself  usually,  and  ate  only  one  meal 
a  day. 

The  partridge  may  be  studied,  if  the  teacher  thinks 
best.  The  antelope  should  be  compared  with  Hia- 
watha's deer. 

Certain  typical  fruits  are  studied,  those  being  selected 
that  are  available  at  the  season.  Their  planting,  care, 
production,  etc.,  are  especially  noted.  The  product  is 
examined  to  see  what  part  of  the  flower  has  developed 
it.  The  acorn  is  compared  with  the  apple  and  cherry. 
The  process  of  preserving  is  discussed. 

2.  Comparison. 

The  children  compare  the  food  of  Darius,  the  ways 
of  preparing  and  serving  it,  its  cost,  etc.,  with  corre- 
sponding facts  as  to  the  food  of  Hiawatha,  Kablu,  and 
children  of  the  present  day. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE,     127 

3.  Measure. 

The  children  continue  the  study  of  the  pound  and 
the  standards  for  dry  and  liquid  measure,  in  connection 
with  the  food.  The  cost  of  various  fresh  fruits  at  the 
present  season  is  investigated,  and  problems  made  from 
the  facts  obtained,  such  as  to  find  the  time,  the  amount, 
and  cost  of  each  ingredient  in  making  apple,  cherry,  or 
peach  pie.  The  difference  is  calculated  between  the 
cost  of  canning  fruit  and  of  buying  it  canned. 

The  children  read :  — 

Bryant,  The  Planting  of  the  Apple  Tree.     (Selections.) 
Keats,  The  Grasshopper  and  the  Cricket. 

M.  F.  Bass,  The  Apple-Factory,  from  Nature  Stories  for  Young 
Readers,  pp.  68,  69. 

The  locust  and  the  caterpillar  are  studied  in  rela- 
tion to  fruits,  and  the  fly,  as  the  antithesis  to  the  locust, 
is  considered  as  a  scavenger,  as  a  help  to  agriculture. 

4.  Expression. 

The  children  tell  and  write  the  fruit-sequences,  illus- 
trating them  by  drawing,  painting,  or  modelling,  or  by 
pictures  cut  from  catalogues  and  magazines. 

V.     School. 

1.   The  Story. 

Darius  goes  to  school  in  an  open  field  just  outside 
the  city  gates.  His  school  opens  at  sunrise,  and  so  he 
sets  out  while  it  is  still  night,  before  he  has  had  any 
breakfast,  taking  with  him  his  bow  and  a  quiver  of 
arrows,  when  he  is  over  six  years  old;  a  sling  and  a 
pocketful  of   stones,  when  he  is  younger.     He    learns 


128  ,  OBGANIC  EDUCATION, 

just  three  things  in  this  school  —  to  shoot  with  the  bow, 
to  ride,  and  to  speak  the  truth.  The  little  boj^s,  under 
six,  stand  in  a  row,  and  learn  to  throw  stones  from  their 
slings  as  far  and  as  straight  as  they  can.  Then,  while 
they  go  for  more  stones,  the  bigger  boys  have  a  lesson 
in  shooting  at  a  mark,  and  throwing  the  javelin  from 
horseback.  They  do  not  mount  their  horses  as  we 
should,  while  they  are  standing  still,  but  each  boy  leaps 
upon  the  back  of  a  horse,  as  with  hanging  bridle  he 
gallops  over  the  field.  And  when  this  lesson  is  over 
they  learn  to  repeat  after  their  teacher  some  such  sen- 
tences as  these  from  Zoroaster,  the  greatest  teacher  of 
Persia.  "There  are  two  spirits,  the  Good  and  the 
Base.  Choose  one  of  these  spirits  in  thought,  in  word, 
and  in  deed.  Be  good,  not  base.  The  good  is  holy, 
true,  to  be  honored  through  truth,  through  holy  deed. 
You  cannot  serve  both." 

Then  the  larger  boys  ride  out  to  hunt,  and  find  their 
own  breakfasts  of  fruit  and  nuts,  and  sleep  that  night 
in  the  fields.  Thus  the  school-day  lasts  from  dawn  to 
sunset. 

This  is  the  first  appearance  in  our  study  of  the  school  as  a  sepa- 
rate organization  and  of  teaching  as  a  trade  or  profession  in  itself. 
Heretofore  the  home  and  industrial  life  had  been  the  only  school 
for  children,  but  now  civilization  has  become  so  complex  that  its 
functions  must  be  divided.  The  parents  have  their  own  work  to 
do  in  society,  in  order  to  support  themselves  and  their  family,  and 
have  no  time  to  teach  their  children  all  that  they  should  know. 
Hence,  through  cooperation,  the  schoolmaster  assumes  this  task  for 
the  parents,  who,  in  return,  pay  him  the  money  by  means  of  which 
he  lives.  The  Persian  children  are  here  taught  the  soldierly  virtues, 
truth,  courage,  and  obedience.  They  are  trained  to  become  sol- 
diers for  the  state. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.     129 

Outside  of  this  school,  Darius  learns  how  to  tell  the 
time  of  day  by  the  length  of  shadows  cast  by  the  sun, 
to  watch  the  clouds  for  signs  of  the  weather,  to  know 
the  different  seasons,  and  the  plants  and  animals  belong- 
ing to  each. 

There  was  one  thing  Darius  did  not  learn,  either  in 
school  or  outside,  and  tliat  was  to  read  the  queer  writing 
cut  into  the  faces  of  great  stones,  which  were  set  up 
where  a  great  battle  had  been  fought,  to  keep  the  record 
of  it ;  or  in  the  city  wall,  to  tell  about  the  great  deeds 
the  King  had  done.  If  Darius  wished  to  know  what 
tvas  written  on  the  great  stones,  he  had  to  get  a  priest 
to  come  and  read  it  for  him.  The  writing  did  not  look 
much  like  ours  of  to-day.  If  you  try  to  cut  our  script 
letters  in  stone,  you  will  find  it  very  hard  to  make  such 
rounding  lines  as  we  use.  The  Persians  made  each  letter 
so  that  it  looked  like  several  arrowheads  or  wedges  set 
together  in  different  ways. 

Ilkistrations  of  cuneiform  writing  shoiikl  be  shown  by  the 
teacher,  and  compared  with  Hiawatha's  picture  writing. 

2.  Comparison. 

The  school  of  Darius  is  compared  by  the  children  with 
their  own  school,  and  with  those  of  Kablu  and  Hiawa- 
tha, as  partially  suggested  under  the  head  of  The  Story. 
The  underlying  identities  between  all  these  schools  are 
brought  out,  along  with  their  differences.  The  sling 
and  the  bow  and  arrows  are  compared  with  the  gun. 

3.  Measure. 

The  children  measure  the  time  Darius  spent  in  school 
in  one  day  and  the  time  they  spend  each  day  and  each 
week. 


130  ORGANIC  EDUCATION. 

4.  Expression. 

The  children  tell  the  story  of  what  Darius  did  in 
school,  illustrating  by  means  of  drawings,  models,  etc. 

VI.     Social  Life. 

1.  The  Story. 

Darius  had  a  friend,  a  Hebrew  boy  named  Zadoc, 
who  lived  in  Babylon  for  a  time.  Zadoc  could  not 
ride  nor  shoot,  but  he  could  tell  wonderful  stories, 
about  the  great  sea,  which  the  Persian  boys  had  never 
seen,  and  about  the  destruction  of  Jerusalem  and  the 
captivity  of  his  people.  Darius  is  always  a  loyal  friend 
to  Zadoc,  and  when  the  Persian  boys  say  sneeringly 
that  he  cannot  ride  nor  shoot  as  they  can,  Darius  re- 
minds them  that  if  he  cannot  do  these  things  he  can  tell 
more  interesting  stories  than  any  one  else ;  and  so  he 
brings  Zadoc  into  the  group  of  his  friends,  and  makes  it 
pleasant  for  him  among  them. 

The  story  of  Darius  and  Zadoc  should  be  paralleled  by  that  of 
David  and  Jonathan. 

2.  Comparison. 

The  children  compare  their  own  loyalty  in  friendship 
with  that  of  Darius,  David,  and  Jonathan. 

The  ideal  of  loyalty  to  one's  friends  should  be  emphasized  by 
every  possible  means,  until  the  children  come  to  reflect  it  in  their 
own  conduct  toward  each  other  in  the  schoolroom  and  out. 

3.  Expression. 

The  ideal  of  loyalty  in  friendship  should  be  expressed 
in  the  conduct  of  the  children  toward  each  other.  They 
should  come  to  despise  the  practice  of  "  telling  on  "  each 


THE   WORK  OF  THE   GRADES,  IN  OUTLINE.       131 

other,  and  should  strive  to  maintain  their  friendships  by- 
doing  each  for  the  others  all  the  friendly  offices  he  can. 
Stories  of  friendship  are  pictured  and  acted  out  by  the 
children. 

VII.     Industrial  Life. 

1.  The  Story. 

Through  cooperation  and  division  of  labor  very 
many  new  trades  and  occupations  have  arisen  in  the 
city.  Farming,  architecture,  pottery  making,  tanning, 
spinning,  or  weaving,  we  knew  in  the  early  Aryan 
period ;  but  they  have  been  rendered  far  more  efficient 
by  the  Persians,  and  now  each  constitutes  a  sufficient 
business  for  one  man,  whereas  the  early  Aryan  carried 
them  all  on  himself.  But,  aside  from  these  trades,  the 
Persian  knows  the  art  of  dyeing  cloth,  of  felt  making, 
of  making  metal  ware,  and  chasing  it  delicately;  he 
has  learned  how  to  quarry  stone,  to  mine  for  iron  and 
the  precious  metals  and  stones,  and  to  make  bronze. 

The  teacher  should  make  a  point  of  the  necessity  and  value  of 
trade  in  city  life,  and  lead  the  children  to  discover  how  trade  arises 
out  of  cooperation.  The  children  should  learn  what  is  sold  in 
different  kinds  of  stores. 

2.  Comparison. 

The  industrial  occupations  and  products  of  Persia  are 
compared  with  those  of  Kablu's  time  and  of  Hiawatha's, 
to  discover  what  progress  has  been  made  in  the  conquest 
of  environment,  in  cooperation,  and  in  division  of  labor. 

3.  Measure. 

The  children  find  out  the  cost  of  certain  articles 
which  they  possess  made  either  of   felt  or  of  leather, 


132  ORGANIC  EDUCATION. 

the  grades  of  material  used,  and  their  relative  cost,  the 
time  reqaired  for  making,  the  number  of  people  em- 
ployed in  the  manufacture,  etc.  Other  manufactured 
products  may  be  investigated  in  the  same  way.  The 
time  is  now  to  be  measured  in  weeks,  days,  hours. 

4.  Expression. 

The  children  tell  and  write  the  sequences  for  such 
industrial  processes  as  have  been  given  to  them  by  the 
teacher,  illustrating  them  as  usual,  but  especially  by 
acting  them.  They  play  at  quarrying  and  mining  in 
the  sand.  They  mould  pottery,  shape  tin-foil  for  metal 
vessels,  and  trace  patterns  on  them. 

Vin.     The  State. 

1.  The  Story. 

The  King  of  the  Persians  lived  in  a  beautiful  palace, 
and  wore  beautiful  clothing.  He  was  King  because  he 
was  the  strongest  man  and  the  bravest  soldier.  Every- 
body had  to  do  as  he  said.  Darius  had  to  obey  his 
father  and  his  teacher,  but  his  father  and  his  teacher 
both  had  to  obey  the  King. 

2.  Comparison. 

The  children  compare  the  King  with  Darius,  with 
Hiawatha,  as  chief  of  his  tribe,  with  Kablu's  father, 
and  with  the  principal  or  superintendent  of  the  schools, 
the  mayor,  the  President,  or  the  highest  authority  they 
know,  and  they  decide  why  there  must  be  some  one 
whom  every  one  else  has  to  obey  —  why  every  one  should 
not  do  as  he  pleases. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       133 

3.   Expression. 

The  children  play  king  and  subject,  and  see  which 
can  be  the  best  king,  most  loved  by  his  subjects. 

IX.     The  Church. 

1.  The  Story. 

Darius  went  to  church  on  a  high  hill  where  the  only 
thing  that  indicated  a  church  was  a  silver  altar,  about 
four  feet  high,  and  raised  on  three  broad  steps.  Upon 
this  altar  the  sacred  fire  was  kept  burning  by  the  priests, 
whose  duty  it  was.  Here  Darius  would  come  and  pray 
to  the  mighty  Ormuzd,  thanking  him  for  the  light  of 
the  sun,  which  had  made  the  fruits  to  ripen  for  his  food, 
while  the  priest  cast  the  juice  of  the  plant  soma  upon 
the  fire,  making  it  burn  more  brightly.  And  then  the 
priest  would  chant  to  the  people  some  words  of  Zoro- 
aster, such  as  Darius  learned  at  school,  bidding  them 
strive  to  be  truthful,  brave,  and  obedient,  and  Darius 
would  go  home.  If  he  had  touched  any  unclean  thing 
he  must  wash  himself  three,  or  four,  or  even  seven  times 
over,  before  he  could  go  to  church,  or  even  go  out  upon 
the  street  where  he  would  be  likely  to  touch  anybody 
else. 

2.  Comparison. 

The  children  compare  the  church  of  Darius  with  that 
of  Hiawatlia,  of  Kablu,  of  Zadoc,  and  finally  with  their 
own  church  or  Sunday-school.  They  recognize  that 
Hiawatha,  Kablu,  Darius,  and  Zadoc  meant  the  same 
God  by  their  different  names  —  the  same  one  they 
themselves  know  about. 


134  ORGANIC  EDUCATION. 

Reference  Books : — 
Jane  Andrews,  Ten  Boys. 
Benjamin,  Story  of  Persia. 
Ragozin,  Story  of  Media,  Babylon,  and  Persia. 
Benjamin,  Persia  and  tlie  Persians. 
PeiTot  and  Chipiez,  The  Art  of  Persia. 
Liibke,  The  History  of  Art. 
Fergusson,  History  of  Architecture. 
Franz  von  Reber,  History  of  Ancient  Art. 
Owen  Jones,  Grammar  of  Ornament. 
Rawlinson,  Five  Great  Monarchies,  Persia,  Vol.  HI. 

Beliefs  and  Statuary  Suggested:  — 

Michael  Angelo,  David.     Academy  of  Fine  Arts,  Venice. 
Canova,  Lions. 

Donatello,  St.  John  (high  relief,  Louvre)  and  Boy  Jesus. 
Delia  Robbia,  Six  Boys  Playing  on  Trumpets,  Four  Children 

Dancing.     Cathedral  Museum,  Florence. 
William  Hunt,  Flight  of  Time. 
A.  Mercie,  David. 

Pictures : — 

Riviere,  Daniel  in  the  Lions'  Den. 

A.  L.  O.  E.,  Exiles  in  Babylon.     (Pictures  in  the  Book.) 

Hoffman,  Child  Jesus  in  the  Temple. 

Carl  Mliller,  Child  Jesus  in  the  Temple. 

Mengelberg,  On  the  Way  to  Jerusalem. 

Cuyp,  Landscapes. 

Cortona,  Daniel  in  the  Lions'  Den. 

CLEON,   THE    GREEK    BOY. 

Grade  B  2, 

Ages  of  children,  seven  to  eight  years. 

A.    ANALYSIS   OF   CHARACTER. 

The  character  of  Cleon  is  easily  recognizable  by  the 
experienced  teacher,  as,  in  its  broader  outlines  at  least, 


THE    irO/?ir   OF   THE  GRADES,  IN   OUTLINE.       135 

suggestive  of  the  average  child  of  seven  or  eight  years. 
His  senses  are  keen,  his  imagination  quick  and  facile. 
He  is  extremely  sensitive  to  his  environment,  suggesti- 
ble, restless,  impulsive,  easily  led,  for  the  most  part 
careless  and  happy,  irresponsible,  thoughtless  of  others, 
and  less  affectionate  than  he  has  previously  been,  self- 
willed,  though  seldom  constant  in  purpose. 


B.    ETHICAL   AIMS. 

The  object  in  this  grade  is  to  work  upon  the  child 
through  his  environment.  This  is  a  crucial  period  in 
childhood  and  requires  most  tactful  handling.  The  vul- 
nerable point  in  the  typical  character  of  the  period  is 
his  sensitiveness  to  environment,  to  impressions  from 
without,  the  facility  with  which  he  is  led.  His  en- 
vironment is  accordingly^so  ordered  as  to  appeal  most 
strongly  to  his  eager  senses  and  active  mind.  Through 
the  study  of  Persian  art,  his  natural  love  for  warm,  brill- 
iant, sensuous  colors,  and  large  flowing  outlines,  has 
been  fostered.  Now  he  is  ready  to  appreciate,  as  having 
all  the  stimulus  of  novelty  and  the  charm  of  natural 
outgrowth  from  this  more  primitive  form,  the  airy 
purity  of  Greek  coloring,  the  severe  outlines  of  Greek 
sculpture,  with  its  perfect  proportioning,  its  self-con- 
tained harmony.  The  schoolroom  should  abound  in' 
the  best  specimens  obtainable  of  Greek  art,  that  the 
children,  becoming  gradually  saturated  with  its  spirit, 
may  be  led  insensibly  to  see  the  truth  and  purity  that 
alone  makes  beauty  possible.  "  The  True,  the  Good, 
and  the  Beautiful "  should  be  the  motto  in  the  school, 
truth  and  goodness  being  for  the  time  considered  rather 


136  ORGANIC  EDUCATION. 

as  means  toward  beauty  of  person  and  character  than  as 
ends  in  themselves. 

There  is  little  danger  of  over-emphasizing,  at  this 
stage,  the  dignity  of  the  body.  Personal  cleanliness 
and  purity  in  thought  as  well  as  deed  may  be  urged 
upon  this  ground.  "  We  become  like  what  we  look 
upon "  is  an  idea  which  cannot  be  sufBciently  empha- 
sized in  the  story-work  of  the  grade,  as  an  incentive  to 
companionship  with  true  and  pure  people  and  the  think- 
ing of  pure  and  good  thoughts. 

The  children  are  encouraged  to  tell  about  deeds  which 
they  have  seen  or  of  which  they  have  heard  that  show 
a  beautiful  soul,  to  notice  pictures  and  the  real  faces  of 
people  who  look  as  though  they  had  beautiful  souls,  to 
try  to  show  beauty  of  soul  in  their  own  faces,  gestures, 
attitudes,  and  voices.  A  key-sentence  for  the  children 
of  this  period  is  "A  beautiful  behavior  is  the  finest  of 
fine  arts."  The  meaning  of  this  should  be  taught,  and 
held  constantly  before  them. 

Embodiment  of  Ideals:  — 

The  story  of  Clytie  (adapted)  should  be  told  to  convey  the  con- 
ception of  growing  like  what  one  looks  upon.  The  story  of  the 
Bluebell,  as  told  in  Our  CUldreii's  Songs,  p.  68,  illustrates  the 
same  point.  Both  stories  and  any  others  bearing  upon  the  same 
idea  should  be  used,  especially  such  as  that  of  Washington's  Code 
of  Manners  and  Morals,  which  he  compiled  from  observation  of 
the  best  social  life  in  Virginia,  and  by  the  aid  of  which  he  gained 
for  himself  a  courtly  manner  and  sound  principles  of  conduct 
(Irving,  Life  of  Washington,  Ch.  VII.).  AVordsworth's  I  Wandered 
Lonely  as  a  Cloud  is  appropriate  in  this  connection.  For  an  illus- 
tration of  the  negative  side  the  story  of  the  Gorgon's  Head.  The 
story  of  Circe  and  the  Swine  may  be  used  to  show  the  danger  of 
coming  to  resemble  in  form  what  one  is  in  heart. 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE,       137 

Hector,  Nausicaa,  and  Galatea  are  types  of  the  beautiful  soul 
in  a  beautiful  body. 

King  ]\Iidas  illustrates  selfishness,  and  Rhoecus,  carelessness. 

The  children  read  :  — 

The  story  part  of  Lowell's  Rhoecus. 

The  Bluebell. 

Wordsworth,  I  AVandered  Lonely  as  a  Cloud. 

Circe  and  the  Swine,  Odj^ssey,  Bryant's  translation. 

SoxGS :  Baby's  Skies,  St.  Nicholas  Song  Book. 

Childhood's  Gold,  St.  Nicholas  Song  Book. 

Such  questions  as  the  following  are  suggested :  — 
What  did  Cleon  do  to  make  his  soul  beautiful?       ' 
What  do  you  do? 

Are  you  watching  the  star  and  the  blue  sky? 
Are  you  as  selfish  as  King  Midas? 
What  makes  you  selfish? 
How  can  you  improve? 
What  will  help  you? 
What  do  you  do  for  others?. 
Are  you  careless  ?     How  ? 
Do  you  try  to  overcome  it  ? 
How  does  a  strong  body  help  one  to  be  good? 

I.    Appearance. 

1.   The  Story. 

The  description  of  Cleon's  personal  appearance  found 
in  Ten  Boys  may  be  used,  but  should  be  supplemented 
by  the  study  of  the  Greek  ideals  of  personal  beauty  as. 
embodied  in  the  statues  of  Venus  of  Milo,  the  Disk 
Thrower  (Mj^ron),  Diana,  ^lercur}^,  Iris  (of  the  Par- 
tlienon),  etc. ;  and  in  the  paintings  of  Greek  subjects 
by  Coomans,  Cannucmni,  Tadema,  Flaxman,  Sichel, 
Raphael,  and  David. 

The  points  to  be  noted  under  this  head  are  perfection 


138  ORGANIC  EDUCATION. 

of  form  as  dependent  upon  perfect  health,  which  itself 
depends  upon  temperance  and  training ;  and  the  Greek 
standard  of  personal  beauty  in  special  features,  fore- 
head, nose,  shape  of  face,  etc. 

2.  Comparison. 

The  children  scrutinize  each  other  to  detect  likenesses 
and  differences  between  their  appearance  and  that  of 
Cleon  and  the  Greek  ideals.  They  examine  the  features, 
the  proportion  of  body,  symmetry,  strength,  coloring. 
They  discuss  how  such  defects  as  stooping  shoulders, 
flabby  muscles,  crossed  eyes,  etc.,  can  be  remedied. 
They  compete  with  each  other  in  feats  of  strength  and 
grace,  in  gesture  and  pose,  imitative  of  the  statues 
studied. 

The  Greek  methods  of  measuring  time  are  compared 
with  those  of  the  Indians,  the  early  Aryans,  the  Persians, 
and  of  ourselves. 

3.  Measure. 

Cleon's  age  may  be  calculated  by  Olympiads.  The 
children  calculate  their  own  in  the  same  way. 

The  story  of  Kronos  is  told  by  the  teacher,  and  the  name  traced 
in  some  of  the  words  we  use. 

The  height,  width,  girth,  and  length  of  limb  of  each 
child,  the  increase  of  his  size  and  strength  due  to  physi- 
cal exercise,  are  measured  by  himself  or  by  some  other 
child,  and  the  proportions  of  different  parts  of  the  body, 
especially  of  the  face,  comparing  those  of  children  and 
grown  people.  The  shades  of  coloring  in  hair,  eyes,  and 
complexion  are  noted. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       139 

There  should  be  a  grecat  deal  of  work  in  color  in  this  grade, 
particularly  in  the  pure  and  cheerful  colors  used  by  the  Greeks. 
The  children  should  learn  the  formation  of  colors  and  should  work 
with  shades,  tints,  and  complementary  colors. 

A  special  study  is  made  of  the  skin  (with  stress  upon 
the  hygiene  of  bathing),  of  muscles,  and  of  sense  organs. 
General  study  of  health,  its  value,  its  relation  to  food, 
exercise,  sleep,  clothing,  air,  how  secured,  cleanliness, 
environment. 
4.   Expression. 

The  children  describe,  draw,  paint,  and  mould  figures 
of  Cleon,  etc.  They  imitate  the  poses  of  famous  statues. 
They  draw  the  poses  of  other  children.  They  practice 
exercises  for  both  strength  and  grace  of  body,  and  strive 
to  express  desirable  characteristics  by  the  expression  of 

their  faces. 

II.    Clothing. 
1.   The   Story. 

The  clothing  of  Cleon  may  be  described  from  Ten 
Boys.  Additional  particulars  and  numerous  pictures 
may  be  found  in  Blumner's  Rome  Life  of  the  Ancient 
Greeks.  Greek  statuary  and  pictures  from  vases  are  of 
especial  value  as  sources  of  information  on  this  subject. 
The  chiton,  chlamys,  himation,  armor,  sandals,  orna- 
ments, etc.,  are  studied,  with  reference  to  the  material 
used,  the  manner  of  wearing,  and  its  purpose,  the  addi- 
tion to  the  chiton  of  the  chlamys,  and  its  significance. 

The  Greek  ideals  for  certain  articles  of  dress  as  represented  in 
literature  and  sculpture  should  be  noted  —  for  instance,  the  helmet 
of  darkness  worn  by  Perseus,  the  sandals  of  Mercury,  the  armor 
of  Achilles. 

A  cast  should  be  shown  of  the  shield  of  Achilles.  An  account 
of  the  making  of  his  armor  may  be  read  from  the  Iliad. 


140  ORGANIC  EDUCATION. 

Flax  is  studied  in  sequence  as  the  source  of  the  ma- 
terial for  clothing. 

The  primitive  spindles  and  looms,  and  other  imple- 
ments connected  with  the  manufacture  of  flax  into  linen 
cloth,  should  be  shown  the  children.  The  process  of 
manufacturing  the  cloth  should  be  studied  in  sequential 
order.  Other  processes  connected  with  the  clothing 
are :  the  coloring  of  the  cloth,  the  making  of  garments, 
and  the  cleaning  of  the  clothing. 

The  spider  sequence  is  reviewed  from  the  Kablu  period,  and  the 
story  of  Arachne  told  in  connection  with  it.  Spenser's  story  of 
Arachne  and  of  Vulcan  may  also  be  read  in  this  connection.  With 
the  study  of  the  cleaning  of  clothes,  the  story  of  Nausicaa  is  appro- 
priate. Selections  from  the  story  in  Bryant's  translation  of  the 
Iliad  and  Odyssey  may  be  read  by  tlie  children. 

2.  Comparison. 

The  clothing  of  Cleon  is  compared  with  that  of  the 
children  previously  studied  and  then  with  our  own,  as 
to  design,  material,  processes  of  making,  by  whom 
made,  cost,  coloring,  decoration,  manner  of  wearing, 
difficulty  in  procuring,  the  amount  of  material  used, 
spinning,  weaving,  sewing.  The  adaptation  of  the 
clothing  of  each  people  to  the  climate  in  which  they 
lived,  to  their  manner  of  life,  etc.,  is  emphasized. 

3.  Measure. 

The  children  bring  in  facts  about  their  own  clothing, 
or  about  that  of  others  in  the  family,  in  regard  to  ma- 
terial, measure  used,  amount  of  time  for  making,  cost  of 
making,  and  wages  of  those  employed,  and  from  these 
facts  problems  are  made  by  the  teacher.  They  estimate 
the  time  and  money  spent  by  each  Greek  at  the  baths. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       141 

They  learn  the  dollar  as  measured  by  the  other  smaller 
units,  the  half-dollar,  the  quarter-dollar,  the  dime,  nickel, 
and  the  cent. 

4.  Expression. 

The  children  dress  a  doll  for  Cleon  and  one  for  his 
sister,  and  one  each  for  a  boy  and  girl  of  the  present 
time.  They  reproduce  and  illustrate  as  before  the 
sequences  connected  with  the  clothing.  The  children 
make  patterns  for  the  clothing  that  they  make  for  the 
dolls.  They  copy  beautiful  designs  in  decoration  of 
Greek  clothing,  then  invent  some  of  their  own. 

III.    Home. 

1.   The  Story. 

The  home  of  Cleon  should  be  considered  under  at 
least  three  main  heads  :  (1-)  Its  Environment:  (a)  Phys- 
ical, (^)  Artificial.  (2)  The  House,  under  which  may 
be  considered:  (a)  Its  Structure,  (^)  Furniture  and 
Utensils,  (c)  Food.     (3)  Family  Life. 

The  material  will  be  found  by  consulting  the  references  before 
mentioned  in  the  text,  and  Smith's  Dictionary  of  Greek  and  Latin 
Antiquities.     The  last  named  will  be  found  particularly  valuable 
in  the  work  upon  the  Greek  house. 
Picture  :  Alma  Tadema,  Reading  Homer. 

The  following  points  should  be  covered :  — 
(1)   Environment. 
(a)    Physical. 
Sea  ;  mountains,  Olympus,  Parnassus,  Pentelicus  Hill, 
slopes,  valley,  source  of  streams ;   Alpheus  River ;   cli- 
mate ;  soil ;  vegetation ;  animal  life,  etc. 


142  ORGANIC  EDUCATION, 

Story  of  Orpheus  and  Eurydice,  and  of  Echo. 
Pictures: — 

f  Guido  Reni. 
Aurora,  j  G.  Fairman,  in  Tooke's  Pantheon. 

[  Flaxman. 
Iris,  by  Guy  Head. 
Endymion,  by  Watts  and  Guercino. 

(b)    Ai'tijieiaL 

The  plan  of  Athens,  Acropolis,  position  of  Parthenon, 
Erechtheum  (Caryatides),  road  to  the  sea. 

(2)    The  House. 

(a)  Structure. 

The  relation  of  the  structure  of  the  Greek  house  to  its 
environment  and  to  social  conditions  of  the  time.  The 
stability  or  permanency  of  structure,  the  beauty  of  the 
whole  and  of  the  parts,  the  inventions  used  in  building, 
protection  from  cold,  provisions  for  cleanliness,  eating, 
rest,  reading  or  writing,  the  number  and  arrangement 
of  rooms.  Study  of  the  peristylum  as  the  suggestion 
for  the  Roman  atrium,  and  of  the  basilica  as  preparation 
for  the  cathedral.  The  tiling  and  wall-painting  of  the 
interior.     The  sacred  hearth. 

The  description  of  an  ideal  Greek  house,  that  of  Alcinous, 
should  be  read  from  the  Odyssey. 

In  connection  with  the  sacred  hearth  the  story  of  Prometheus 
may  be  told. 
Picture  :  Erechtheum. 

(b)  Furnishing  and  Utensils. 

Statues,  beds,  couches,  dining  tables,  benches,  chairs, 
lamps,  vases,  dishes,  portable  stoves. 


THE   WORE  OF  THE  GRADES,  IN   OUTLINE.       143 

The  teacher  should  show  pictures  or  models  of  these,  and  the 
real  thing  whenever  that  can  be  obtained.  She  should  select  the 
most  beautiful  and  characteristic  of  these  to  keep  before  the  chil- 
dren until  they  are  easily  recognized.  Flaxman's  illustrations 
should  be  freely  used. 

Under  the  foregoing  topics  there  will  be  a  need  for  the  study  of 
various  type-forms  suggested  by  nature  and  applied  in  inventions 
and  arts ;  as  the  ellipsoid  from  the  olive,  the  ovoid  from  the  fig, 
the  ellipse  and  oval  applied  in  rose  forms,  etc. 

(c)    Food. 

The  kinds  of  food  used  by  the  rich  and  by  the  poor, 
the  relation  of  food  to  climate,  how  procured  in  the 
first  instance  and  later  by  Cleon's  father,  how  cooked 
and  served,  the  relation  of  food  to  health. 

Read  selections  from  Tennyson's  Lotus  Eaters,  and  from  the 
story  of  Circe's  Swine  and  the  orchard  of  Alcinous  in  the  Oihjsseij ; 
The  Finding  of  the  Lyre,  Lowell.  Tell  about  the  nectar  and  am- 
brosia of  the  gods  and  goddesses.  Tell  the  story  of  Hebe  and 
Ganymede,  of  the  olive  tree,  of  Persephone,  and  of  the  Garden  of 
the  Hesperides.  Show  some  reproduction  of  the  statue  of  Hebe 
by  Canova,  or  of  the  one  in  the  Louvre,  and  pictures  of  Ceres, 
Bacchus,  and  Circe. 

(3)    Family  Life. 

Customs  and  manners  in  the  home,  relations  of 
parents  and  children,  duties  of  father,  mother,  children, 
slaves  ;  customs  in  eating,  sleeping,  bathing,  hospitality, 
and  religion. 

Greek  ideals  of  certain  features  of  family  life  are  embodied  in 
the  stories  of  Hector  and  Andromache,  of  the  father  and  motlier 
of  Nausicaa,  of  Ulysses  and  his  father,  and  of  Ulysses  and 
Telemachus. 


144  ORGANIC  EDUCATION. 

2.   Comparison. 

Greek  life  is  compared  with  that  of  the  Indians,  the 
early  Aiyans,  the  Persians,  and  finally  with  our  own, 
to  show  differences  in  the  physical  environment,  the 
material  comfort  and  beauty  of  the  home  and  the  mu- 
tual helpfulness  of  family  life.  Our  debt  to  the  Greeks 
should  be  shown  in  as  many  specific  instances  as  pos- 
sible, and  where  the  differences  observed  are  not  in  our 
favor,  the  children  should  learn  how  to  draw  upon 
Greek  life  still  further  for  the  beautifying  of  their  own. 

The  following  are  suggestions  upon  this  head  :  — 

How  did  the  Greeks  look  upon  their  environment  ? 

What  did  they  think  of  plants  and  animals,  of  the  groves  and 
streams,  of  sun  and  moon  ? 

(Here  should  be  studied  the  stories  of  Rhoecus  and  the  Dryad, 
of  Neptune,  Thetis,  Naiads,  ^olus,  Iris,  Aurora,  Phaeton,  Apollo, 
Atlas,  Diana,  Hyacinth,  Narcissus,  Clytie.  These  stories  should  be 
connected  with  the  nature-study.)  Compare  the  Acropolis  with 
the  central  part  of  your  city.  Why  did  the  Athenians  care  to 
have  a  hill  in  the  centre  of  the  city?  Compare  (in  a  very  general 
way)  the  arrangement  of  streets,  public  buildings,  etc.,  in  the  two 
cities,  the  height  of  buildings,  towers,  or  steeples,  with  that  of  the 
Acropolis  (five  hundred  feet),  and  the  streets  of  Athens  with  those 
of  their  own  city  as  to  width,  cleanliness,  ornamentation,  etc. ;  the 
provisions  for  lighting,  for  protection,  and  for  industrial  exchange. 
Compare  the  size  of  Athens  with  that  of  their  own  city  by  means 
of  their  areas  in  miles,  and  their  populations  in  round  numbers,  or, 
if  the  numbers  are  too  large,  by  diagrams. 

Houses  of  the  past  and  of  the  present  should  be  compared  as  to 
material  used,  size,  conveniences,  beauty,  durability,  number,  and 
uses  of  rooms.  Trace  the  influence  of  Greek  designs  on  our  own 
by  showing  examples. 

Which  do  you  like  better  ? 

Would  Greek  furniture  look  w^ell  in  our  homes,- or  vice  versa? 

Compare  a  Greek  vase  with  the  clay  cups  of  Kablu's  time. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       145 

Compare  the  lamps  of  that  time  and  this,  beds,  dining-room 
furnitm-e,  dishes,  library  furniture,  chairs. 

What  food  is  used  by  us  ?  Whence  does  it  come  ?  How  much 
is  procured  at  home  ?  How  is  it  obtainable  ?  From  what  kinds 
of  stores  does  it  come  ?  Did  Cleon  buy  his  food  at  stores  ?  Why  ? 
What  obstacles  have  been  overcome  ? 

Have  the  children  give  facts  in  their  own  experience :  in  raising, 
cooking,  buying,  and  selling  food-materials. 

3.    Measure. 

The  children  learn  the  number  of  months  in  different 
seasons,  the  number  of  days  in  the  month  and  of  hours 
in  the  day.  They  study  the  thermometer,  and  learn  to 
read  the  temperature  by  it.  They  study  the  mile  as  a 
whole,  the  yard  as  made  up  of  inches.  They  learn  why 
some  fruits  are  measured  by  the  pound,  others  by  the 
quart  or  gallon.  They  measure  for  all  the  expression 
work  (palace  and  house  oolumns,  ornamental  designs, 
etc.),  and  gain  ideas  of  proportion  and  fractions,  in  con- 
nection with  parts  of  the  house,  as  floors,  columns,  tiles, 
etc. 

The  children  learn  the  square  yard  and  square  foot 
and  cubic  inch,  and  measure  the  perimeter,  the  areas  of 
panes  of  glass,  tiles,  etc.  They  estimate  the  amount  of 
the  floor  covering,  tiling,  curtains,  hangings,  etc.,  in 
Cleon\s  house  and  in  their  own.  They  note  how  long 
it  takes  to  build  houses  of  different  kinds.  They  learn 
the  measures  used  and  the  cost  of  various  articles  used 
for  food,  such  as  honey,  grapes,  olives,  nuts,  olive-oil, 
milk,  etc.  They  estimate  the  cost  of  certain  articles  of 
furniture,  utensils,  dishes,  etc.,  both  singly  and  in  sets. 
They  learn  to  use  measures  of  capacity,  both  liquid  and 
dry. 


146  ORGANIC  EDUCATION. 

For  nature-study,  see  the  general  heads  under  Physi- 
cal Environment.  Aside  from  these  are  studied,  by  ob- 
servation and  use,  the  cardinal  points  of  the  compass, 
the  succession  of  day  and  night  and  of  the  seasons,  the 
life-history  of  clay  (used  for  pottery)  and  marble  (for 
building),  the  life-histories  of  articles  used  for  food, 
such  as  olives  and  grapes,  honey,  almonds ;  and  be- 
sides these,  of  such  insects  and  birds  as  were  especial 
favorites  of  the  Greeks ;  the  bee,  the  grasshopper,  and 
the  nightingale  (explain  by  the  mocking  bird).  In  con- 
nection with  the  nightingale  they  study  the  migration 
of  birds  in  our  climate.  The  marigold,  the  sweet  pea, 
sunflower,  narcissus,  and  hyacinth  are  studied. 

All  nature-study  should  be  connected,  so  far  as  possible,  with 
the  Greek  myths  in  regard  to  the  subjects  studied.  The  star- 
myths  should  be  studied  here,  those  of  Argus,  the  labors  of 
Hercules,  etc.  Europa  is  connected  with  the  transfer  of  our 
interest  from  Asia  to  the  new  continent.  The  story  of  Perseph- 
one is  apropos  of  the  season-work. 

In  connection  with  the  flowers  should  be  read  Keats's  lines  on 
the  marigold,  "  Open  afresh  your  round  of  starry  folds,"  as  far  as 
the  line,  "  On  many  harps  which  he  has  lately  strung ;  "  and  also 
those  descriptive  of  sweet  peas,  both  selections  from  "  I  stood  tip- 
toe upon  a  little  hill." 

In  connection  with  the  grasshopper,  should  be  read  such  selec- 
tions as  Keats's  sonnet  on  the  Grasshopper  and  Cricket,  and  the 
following  adaptation  of  Tennyson's  The  Grasshopper. 


Bowing  the  seeded  summer  flowers, 
Vaulting  on  thine  airy  feet. 

Clap  thy  shielded  sides  and  carol, 
Carol  clearly,  chirrup  sweet. 

Thou  art  a  mailed  warrior,  in  youth  and  strength  complete. 


THE    WORK   OF   THE   GRADES,  IN   OUTLINE.       147 

II. 

I  would  dwell  with  thee,  merry  grasshopper, 

Thou  art  so  glad  and  free,  and  as  light  as  air ; 
Thou  hast  no  sorrow  or  tears, 

But  a  short  youth,  sunny  and  free. 
Carol  clearly,  bound  along, 

In  thy  heart  of  summer  pride. 
Pushing  the  thick  roots  aside, 

Of  the  swinging  flowered  grasses. 
That  brush  thee  with  their  silken  tresses, 

Shooting,  singing,  ever  springing. 
In  and  out  the  emerald  glooms. 

Ever  leaping,  ever  singing, 
Lighting  on  the  golden  blooms. 

In  this  grade  the  children  can  begin  to  make  more  observations 
on  protective  coloring  in  nature.  As  a  basis  for  description  and 
other  forms  of  expression  the  children  should  know  all  the  stand- 
ard colors  with  their  shades  and  tints. 

Selections  from  iEsop's  Fables  may  be  read  in  connection  with 
the  nature-study.  Jupiter  and  a  Bee,  Jupiter  and  the  two  Wallets, 
The  Owl  and  the  Grasshopper,  Hercules  and  the  Wagoner,  The 
Peasant  and  the  Apple  Tree,  The  Ass  and  the  Grasshopper,  The 
Hawk  and  the  Nightingale,  The  Ants  and  the  Grasshoppers,  are 
suggested. 

In  connection  with  the  ventilation  of  Cleon's  house, 
the  children  have  physiology  lessons  on  the  lungs. 

4.  Expression. 

The  children  make  in  sand  the  surroundings  of 
Cleon's  home  and  of  their  own.  They  draw,  paint, 
mould,  or  describe  whatever  is  studied,  using  the  most 
appropriate  means  in  each  case.  They  draw  a  picture 
of  the  Acropolis,  or  model  it  in  clay.  They  make  a 
sun-dial.       They   draw,   according  to  scale,  a  plan  of 


148  ORGANIC  EDUCATION. 

Cleon's  house,  and  one  of  a  modern  house  —  their  own, 
if  possible.  They  make  a  Greek  play-house  (espe- 
cially the  peristyle),  and  one  of  modern  times,  propor- 
tioned according  to  the  scale  previously  made.  They 
lay  sticks  to  show  the  proportions  of  the  rooms  on  the 
ground  floor.  They  make  plans  for  the  different  kinds 
of  rooms.  They  draw  pictures  of  their  own  houses. 
They  make  furniture  of  the  proper  size  and  proportions 
for  each  house,  and  draw  pictures  of  each  place.  They 
mould,  cut,  and  draw  lamps,  vases,  and  dishes.  They 
set  the  table  with  dishes,  and  arrange  everything  in  the 
houses  so  as  to  produce  the  best  effect  according  to 
their  own  ideas.  They  copy  and  later  invent  designs 
for  tiling,  mosaic,  and  frescoing,  by  means  of  drawing, 
painting,  and  the  arrangement  of  tablets,  sticks,  and 
rings. 

A  box  of  Prang's  Drawing  Models,  No.  2,  and  a  set  of  kinder- 
garten rings,  tablets,  and  parquetry  are  used  for  the  design-work. 

They  tell  or  write  and  illustrate  the  sequences  of 
growth  in  the  plants  and  animals  used  for  food  ;  and 
represent,  in  like  manner,  the  processes  of  cultivation  or 
rearing,  preparation  for  the  table,  and  serving.  They 
picture  or  make  the  machinery  or  implements  used. 

Songs  that  may  be  used  are :  — 

Childhood's  Gold. 


St.  Nicholas  Song  Book, 


Meadow  Folk. 

Night  and  Day. 

The  Sing-away  Bird. 
Read  :  Edith  Thomas,  Talking  in  their  Sleep,  Little  Floioer  Folks. 
George  Cooper,  What  Robin  told,  Little  Flower  Folks. 
Ida  M.  Benham,  Little  Brown  Seeds,  Little  Flower  Folks. 
Fawcett,  South  Wind  and  the  Sun. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       149 

Sing  :     E.  Smith,  Good-by  to  Summer. 
Rice,  Shadow  Town. 
Brahms,  Tlie  Little  Dustman. 
Sweet  and  Low, 
The  Fairy  Artist, 
The  Pansies, 
Pussy  Willows, 
Sleep,  Baby,  Sleep,     J 


The  Child's  Song  Book, 

by  Mary  Howliston. 


IV.     SchooL 

The  references  are  as  before,  and  Greek  Education,  Mahaffy. 

1.  The  Story. 

The  study  of  Cleon's  school  should  cover  the  follow- 
ing points :  pedagogue,  place,  studies,  utensils  (tablet, 
stylus),  time  spent  in  school,  and  purpose  of  the  school. 

The  stories  of  the  Iliad  and  the  Odyssey  are  studied  in  their 
broader  outlines,  and  selections  made  for  reading  froin  Bryant's 
translation. 

For  a  Greek  ideal  of  school;  read  about  the  school  taught  by 
Chiron,  in  Baldwin's  Heroes  of  the  Olden  Time.  AVith  this  may  be 
connected  the  story  of  Pegasus.  Parts  of  Longfellow's  Pegasus 
in  Pound  may  be  read. 

2.  Comparison. 

Cleon's  school  is  compared  with  the  school  of  Darius, 
of  Kablu,  of  Hiawatha,  and  of  children  of  the  present, 
under  all  the  heads  mentioned  in  The  Story,  above. 

The  children  learn  certain  of  the  commoner  Greek  words  with 
their  meanings,  and  are  able  to  point  them  out  in  English  words 
derived  from  the  Greek  words.    Such  words  would  be,  for  instance  : 

Astron  —  a  star.  Metron  —  a  measure. 

Chronos — time.  Pan  —  all. 

Demos  —  the  people.  Petalon  —  a  leaf. 

Ge  —  the  earth.  Phonos  —  a  sound. 

Grapho  —  to  write.  Polls  —  a  city. 

Helios  —  the  sun. 


150  OBGANIC  EDUCATION. 

Other  words  and  prefixes  and  suffixes  should  be  given  if  the 
children  can  take  them.  Some  letters  from  the  Greek  alphabet 
are  taught  with  their  Greek  names,  and  a  Greek  sentence  is  printed 
on  the  board  in  Greek  letters  to  show  the  children  how  Cleon 
wrote.  Certain  letters  in  the  Greek  alphabet  should  be  compared 
with  the  corresponding  English  letters. 

3.  Measure. 

The  children  find  the  proportion  between  the  time 
they  spend  in  school  each  day  and  the  time  they  spend 
in  sleep,  play,  eating,  etc.  They,  each  for  himself,  esti- 
mate the  cost  of  the  books  and  other  utensils  used  in 
school,  and  find  what  proportion  this  cost  bears  to  the 
weekly  income  of  the  father.  Each  child  estimates  the 
cost  of  his  own  food,  clothing,  and  school  supplies,  and 
compares  it  with  the  father's  salary. 

The  teacher  may  enforce,  from  these  figures,  the  idea  of  care 
for  these  things  as  due  to  the  parents  who  provide  them. 

The  children  measure  the  length,  breadth,  and  height 
of  the  schoolroom  and  the  area  of  its  floor.  From  the 
w^eather  report  kept  every  day  the  children  at  the  end 
of  the  month  find  the  number  of  clear,  cloudy,  and 
rainy  or  snowy  days,  the  variation  in  temperature,  and 
any  other  significant  facts. 

4.  Expression. 

The  children  tell,  write,  draw,  and  act  out  the  story 
of  Cleon's  school.  They  play  being  Centaurs.  They 
draw  a  plan  of  the  schoolroom,  locating  the  positions 
of  various  important  objects  in  it.  They  make  the 
Greek  letters  that  resemble  or  are  identical  with  the 
corresponding  English  letters.      They  express  various 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       151 

characteristics  and   ideas   through   graceful   poses    and 
movement. 

The  children  make  addresses,  using  the  stories,  poems, 
and  quotations  they  have  learned,  as  subject-matter. 

V.    The  State. 

1.   The  Story. 

The  state  should  be  closely  connected  with  the  school 
in  the  study  of  it  as  it  was  in  the  reality.  The  fact 
should  be  emphasized  that  boys  went  to  school  to  be 
trained  to  be  good  citizens.  Greek  ideals  of  citizenship 
are  studied  as  embodied  in  Leonidas,  Pericles,  Socrates, 
and  Demosthenes,  and  as  expressed  by  Plato  in  the 
Repuhlic  when  prescribing  the  length  of  time  required 
to  fit  a  man  to  hold  any  public  office. 

The  teacher  may  read  to  the  children  a  selection  from  the 
speech  of  Demosthenes  On  th©  Crown,  that  part  which  relates 
to  the  taking  of  Elatea  by  Philip  of  Macedon,  beginning,  "  It  was 
evening.  A  person  came  in  with  a  message  to  the  president  that 
Elatea  was  taken,"  and  ending  with  the  paragraph  in  which 
Demosthenes  says,  "  Of  all  your  orators  and  statesmen,  I  alone 
deserted  not  the  patriot's  post  in  the  horn*  of  danger."  This  pas- 
sage may  be  found  translated  on  page  274  of  the  College  Greek 
Course  in  English  by  W.  C.  Wilkinson. 

The  children  should  understand,  so  far  as  possible, 
that  people  work  together  now  better  than  they  did  in 
the  time  of  Darius,  and  because  all  together  they  are 
stronger  than  any  one  man,  they  all  are  the  king,  and 
all  together  they  decide  what  is  to  be  done.  The  neces- 
sity that  some  one  should  decide  what  is  to  be  done,  or 
that  all  together  the  people  should  decide  it,  will  be 
recognized  by  the  children,  if  some  game  with  which 
they  are  familiar  is  used  as  illustration. 


152  ORGANIC  EDUCATION. 

2.  Comparison. 

Some  American  ideals  of  statesmanship,  such  as  those 
embodied  in  Washington  and  Lincohi,  are  compared 
with  the  Greek  ideals  studied,  and  modern  ideas  of 
preparation  for  office-holding  with  those  of  Plato. 

Such  questions  as  the  following  are  suggested  :  — 

AVho  is  our  king? 

Why  don't  we  have  one  man  for  king? 

Does  the  President  of  the  United  States  decide  what  the  people 
shall  do,  or  do  the  people  decide  what  is  best  and  tell  the  President 
what  to  do  ? 

Did  you  ever  "count  out"  to  see  who  shall  be  "it"  when  you 
are  playing  a  game  ? 

Does  the  child  who  is  "  it "  make  the  rest  do  what  he  pleases, 
or  does  he  do  what  you  all  have  decided  upon  ? 

Is  the  President  like  the  child  who  is  "  it "  ? 

Can  you  do  anything  to  make  our  city  better  ?     What  ? 

Why  not  wait  until  you  are  men  and  women  ? 

The  following  questions  are  suggested  :  — 

What  does  a  policeman  do  ? 

Why  should  there  be  policemen  ? 

What  is  the  jail  for  ?     The  city  hall  ?     The  post-office  ? 

Did  the  Greeks  have  a  city  hall  or  a  post-office  ? 

3.  Measure. 

How  long  must  Cleon  wait  till  he  can  wear  a 
chlamys  ?  What  can  he  do  then  that  he  could  not  do 
before  ?  How  long  will  it  be  before  you  can  vote  ? 
The  children  learn  about  different  kinds  of  postage- 
stamps.  They  measure  time  by  a  sun-dial  and  by  a 
clock.  They  count  and  learn  the  names  of  the  differ- 
ent kinds  of  plants  seen  in  the  park  flower-beds,  the 
different  kinds  of  trees.  They  count  the  different  peo- 
ple they  see  working  for  the  city. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       153 

4.    Expression. 

The  children  draw  a  picture  of  the  city  hall,  and  of 
the  voting  booths,  and  electric  towers.  They  ''act 
out "  the  process  of  voting.  They  make  speeches  tell- 
ing what  they  can  do  to  become  good  citizens.  They 
play  postman,  policeman.  They  draw  pictures  of 
Greek  armor  ;  they  make  shields,  spears,  and  helmets. 

The  children  should  get  the  idea  of  a  policeman  as  a  helper  and 
protector,  rather  than  as  a  detective  or  a  medium  of  punishment. 
The  children  learn  to  sing  :  — 

Flag  of  the  Free. 

America. 
The  children  draw  and  mould  the  Winged  Victory  and  ]\Iinerva. 
They  draw  the  American  eagle,  and  paint  or  make  a  flag. 

VI.   Social   Life. 

References  as  before,  and  Mahaffy's  Social  Life  in  Greece. 

1.  The  Story. 

Children's  games  (skipping  shells,  leap-frog,  rolling 
the  hoop,  running  races,  playing  ball),  Olympian  games, 
entertainments  in  the  amphitheatre,  the  market,  the 
baths,  feasts  (guests,  how  seated,  dressed,  entertained). 

The  ideal  of  friendship  for  this  period  is  embodied  in  the  story 
of  Damon  and  Pythias,  and  of  Hyacinthus.  The  ideal  for  the 
spirit  of  the  Olympian  games  is  the  couplet :  — 

"  Not  hate,  but  glory,  made  those  chiefs  contend. 
And  each  brave  foe  was  in  his  soul  a  friend." 
Descriptions  of  the  entertainment  of  Ulysses  in  various  places 
should  be  read  from  the  Odyssey. 

2.  Comparison. 

The  social  life  of  Cleon's  age  is  compared  with  our 
own  and  with  that  of  Darius,  Kablu,  and  Hiawatha  as  to 


154  ORGANIC  EDUCATION. 

the  forms  which  it  takes,  its  games,  customs,  its  ideas  of 
hospitality,  etc.  The  children  compare  their  friend- 
ships with  that  of  Damon  and  Pythias.  They  compare 
their  own  games  and  social  customs  with  those  of  the 
Greeks. 

The  old  Greek  practice  of  "  guest  friendship  "  should  be  com- 
pared with  our  customs. 

The  Greek  way  of  measuring  time  by  Olympiads  should  be 
emphasized,  as  showing  how  much  more  important  they  considered 
athletic  contests  than  we  do  now.  (The  relation  of  the  Olympian 
games  to  religion  should  be  shown.) 

3.  Measure. 

The  children  estimate  the  number  required  for  dif- 
ferent modern  games.  They  count  up  how  much  it 
costs  to  give  a  party,  the  number  of  people  needed  to 
help  furnish  the  food,  clothing,  etc.,  and  the  time  neces- 
sary to  prepare  for  it.  They  find  out  also  how  much  a 
party-dress  or  a  suit  of  clothes  will  cost. 

In  discussing  the  preparations  for  a  party,  party  manners  and 
spirit  should  be  emphasized,  and  the  children  led  to  feel  the  obli- 
gation of  a  host  or  hostess  to  make  the  guests  have  a  pleasant 
time,  forgetting  his  or  her  personal  preferences.  What  the  guests 
should  do  to  help  the  host  or  hostess,  and  to  make  a  good  time  for 
everybody,  may  also  be  discussed,  and  the  children's  ideas  brought 
out.  They  may  be  asked  to  think  about  what  makes  a  good  party, 
and  assisted,  if  necessary,  to  the  idea  of  cooperation.  The  various 
games  may  be  discussed  in  like  manner,  and  the  same  idea  disclosed. 

The  children  determine  the  seasons  for  playing  va- 
rious games,  and  decide  why  each  season  is  appropriate 
to  the  games  played  then.  In  connection  with  the 
music  at  Greek  feasts,  they  measure  the  length  and 
comparative  size  of  strings  and  pipes  in  different  musi- 
cal instruments. 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       155 

4.   Expression. 

The  children  "  act  out  "  the  Greek  children's  games, 
the  Olympian  games,  and  feast  at  the  house  of  Cleon. 
They  tell  and  write  the  stories  of  these  events,  illustrat- 
ing them  with  pictures  and  models.  They  make  an 
^olian  harp  in  a  window  of  the  schoolroom,  a  lyre 
and  a  whistle  (in  lieu  of  a  flute).  They  make  chariots, 
draw  or  cut  pictures  to  represent  games  and  proces- 
sions. They  act  out  stories  they  have  learned.  They 
tell  or  act  out  stories  of  their  own.  They  copy  pictures 
showing  social  life  as  found  on  vases,  in  Flaxman's  pic- 
tures and  others  (those  in  simple  outlines),  then  make 
drawings  showing  pictures  of  modern  social  life. 

VII.    Industrial  Life. 

References  as  before. 

1.  The  Story. 

Agriculture,  sheep-raising,  spinning,  weaving,  color- 
ing, quarrying,  metal-working  (armor),  building,  mak- 
ing chariots,  pottery,  sculpture,  painting. 

Ideal  pictures  of  the  occupations  of  the  time  are  found  in  :  — 
The  Iliad:    The  description  of  the  pictures  on  tlie  shield  of 

Achilles. 

The  Odyssey :  The  story  of  Nausicaa  (occupations  in  her  father's 

palace).    Penelope's  weaving.    The  father  of  Ulysses  in  his  garden. 

2.  Comparison. 

The  children  compare  the  industries,  inventions,  and 
methods  of  exchange  of  Cleon's  age  with  those  of  Hia- 
watha's, Kablu's,  Darius's,  and  our  own.  They  find  out 
what  industries  are  represented  in  the  schoolroom  and 
what  at  home. 


156  ORGANIC  EDUCATION. 

3.  Measure. 

The  contents  of  amphorse  are  estimated.  Greek  and 
American  money  studied.  All  articles  made  in  the  ex- 
pression work  are  exactly  proportioned. 

4.  Expression. 

The  children  make  models  of  and  draw  armor,  vases, 
columns,  and  lamps.  They  describe  or  picture  the  dif- 
ferent industries  they  are  familiar  with,  and  name  the 
tools,  implements,  and  standards  employed. 

Read  :  Ulysses  at  the  palace  of  Alcinous,  from  Bryant's,  Butcher 
and  Lang's,  or  Palmer's,  translation  of  the  Odyssey. 

VIII.    The  Church. 

References  as  before,  and  Owen  Jones's  Grammar  of  Ornament. 

1.  The  Story. 

Religious  processions  and  ceremonies  in  the  temples. 
The  Parthenon.  The  Oracles.  Worship  of  nature ; 
nymphs,  dryads,  naiads,  etc.  Accounts  of  some  of  the 
gods  and  goddesses,  showing  pictures  and  statues. 
Worship  at  home. 

The  Parthenon  should  be  made  the  subject  of  especial  study,  its 
position  on  the  Acropolis  noted,  and  pictures  shown  of  its  exterior 
and  interior,  of  its  statuary,  etc.  In  connection  with  the  study  of 
the  temples,  the  work  of  Phidias  should  be  studied. 

2.  Comparison. 

Such  questions  as  the  following  may  be  asked  :  — 
What   did   the    Greeks    worship?      Why?      Did    it 
make  them  better  ? 

What  do  we  worship  ?     Does  it  make  us  better  ? 


THE   WORE  OF  THE  GRADES,  IN  OUTLINE.       157 

Do  we  worship  in  temples  ?  In  what  ?  When  ?  In 
our  homes  ? 

Is  Sunday  the  only  day  to  worship  and  be  good  ? 

3.  Measure. 

From  the  real  dimensions  of  temples,  columns,  stat- 
ues, etc.,  problems  are  made  by  the  teacher.  The  chil- 
dren compare  the  Parthenon  as  to  size,  proportion,  etc., 
with  some  well-known  church  of  their  own  city. 

4.  Expression. 

The  children  make  the  Parthenon  with  blocks  or 
other  material.  They  make  drawings  of  it.  They  draw 
columns  of  the  different  orders,  statues,  and  ornamental 
designs.  They  paint  designs  in  typical  Greek  colors, 
and  reproduce  them  by  means  of  tablets,  sticks,  and 
rings. 

PvEFERENCE    BoOKS  :  — 

Jane  Andrews,  Ten  Boys. 

Bliimner,  Home  Life  of  the  Ancient  Greeks. 

Smith,  Dictionary  of  Greek  and  Roman  Antiqidties. 

Guhl  and  Koner,  Greeks  and  Romans. 

Wilkinson,  Preparatory  and  College  Greek  Course  in  English. 

Bryant,  Translation  of  the  Iliad  and  Odyssey. 

Bulfinch,  Age  of  Fable. 

Gayley,  Classic  ^lyths. 

Gaerber,  ]\Iyths  of  Greece  and  Rome. 

Hawthorne,  Wonder  Book. 

Hawthorne,  Tanglewopd  Tales. 

Adler,  Moral  Instruction  of  Children. 

Morgan,  Ancient  Society  of  Greece. 

Liibke,  History  of  Art. 

Fergusson,  History  of  Art. 

Pausanias,  Description  of  Greece. 

Harrison,  Mythology  and  ^Monuments  of  Ancient  Athens. 


158  ORGANIC  EDUCATION. 

Mahaffy,  Social  Life  in  Greece. 

Mahaffy,  Rambles  and  Studies  in  Greece. 

Mahaffy,  Greek  Education. 

Mahaffy,  A  History  of  Greek  Literature. 

Perrot  and  Chipiez,  History  of  Art. 

Schoniann,  The  Antiquities  of  Greece. 

Lloyd's  Age  of  Pericles. 

Plutarch's  Lives. 

Becker,  Charicles. 

Von  Reber,  History  of  Ancient  Art. 

Von  Falke,  History  of  Art. 

"Winckelmann,  History  of  Ancient  Art. 

Gardner  and  Jevons,  Manual  of  Greek  Antiquities. 

Gardner,  New  Chapters  in  Greek  History. 

Baldwin,  Old  Greek  Stories. 

Baldwin,  Stories  of  the  Golden  Age. 

Lamb,  Adventures  of  Ulysses. 

Hanson,  Stories  from  Homer,  Simply  Told. 

Church,  Stories  from  Homer. 

Church,  Stories  from  the  Greek  Tragedians. 

Church,  Stories  from  the  Greek  Comedians. 

Church,  Greek  Life  and  Story. 

Church,  Three  Greek  Children. 

]\Iontgomery,  Tales  of  Ancient  Troy. 

Stuart,  Antiquities  of  Athens. 

F.  D.  Sherman,  Little  Folk  Lyrics. 

Jacobs,  The  Book  of  Wonder  Voyages. 

The  following  casts,  statues,  and  paintings  may  be  used :  — 

Apollo  Belvedere.     Vatican,  Rome. 

Minerva.     Of  Vellitri,  in  the  Louvre. 

Diana.     Of  Versailles,  in  the  Louvre. 

Zeus.     Vatican. 

Venus  of  Milo.     Louvi-e,  Paris. 

Mercury.     Bologna,  Florence. 

Guido  Reni,  Aurora.     Rospigliosi  Palace,  Rome. 

Niobe.    Vatican.    Son  shielding  sister,  from  same  group,  Naples. 

Sleeping  Ariadne.     Vatican. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       159 

Raphael,  Apollo  and  the  Muses.     Vatican. 
Nike  of  Paionios.     (Xike  tying  sandal.) 
Nike  of  Samothrace.     (Nike  placing  trophy.) 
Iris  (from  the  Parthenon). 
Praxiteles,  Hermes.     (Head.) 
Caryatid  (from  Erechtheum). 
Romano,  Apollo  and  the  Muses. 
Canova,  Hebe.     Museum,  Berlin. 
Phidias,  Greek  Water  Carriers. 
David,  Paris  and  Helen. 
Glaize,  Athenian  Fugitives. 
Tadema,  Sappho. 

Pictures  that  may  be  used  are :  — 

Corot,  Orpheus. 

Beyschlag,  Orpheus  and  Eurydice. 
Watts,  Orpheus  and  Eurydice. 
Sichel,  Pandora. 

Ganymede  and  the  Eagle,  from  the  National  Museum,  Naples. 
Bernini,  Apollo  and  Daphne.     Borghese  Palace,  Rome. 
Raphael,  Hours. 

Raphael,  Days  of  the  Week  (or  Seasons).     Rome. 
.    Schobelt,  Abduction  of  Persephone. 
Leighton,  Return  of  Persephone. 
Maignan,  Parting  of  Hector  and  Andromache. 
Riviere,  Circe  and  the  Swine. 
Pictures  in  Von  Falke's  Greece  and  Rome. 

Additional  Pictures  and  Statuary:  — 

Antinous.     Vatican,  Rome. 

Myron,  Quoit  Thrower. 

Armore  Greco.     Vatican. 

Coomans,  Painting,  Sculpture,  Music,  Poetry. 

Flaxman,  Illustrations  of  the  Iliad  and  Odyssey. 

Infant  Hercules.     Berlin. 

Alma  Tadema,  A  Kiss. 

Cellini,  Perseus. 


160  ORGANIC  EDUCATION. 

Nike.     National  Museum,  Naples. 

Narcissus.     National  Museum,  Naples. 

Clytie.     British  Museum. 

Thorwaldsen,  Ganymede. 

Crawford,  Ganymede  and  Hebe.     Boston  Museum. 

Bates,  Psyche. 

Claude  Lorraine,  Landscapes. 

Turner,  Landscapes. 

Lawrence,  Nature,  and  Miss  Murray. 


HORATIUS,   THE  ROMAN  BOY. 

Grade   A  2. 

Ages  of  children,  eight  to  nine  years. 

A.     ANALYSIS    OF    CHARACTER. 

The  facile,  impressionable,  unstable  Greek  character 
has  become  sobered,  steadied,  and  somewhat  materialized 
in  this  grade.  The  teacher  will  find  the  characters  of 
the  children  beginning  to  "set"  somewhat.  They  are 
more  self-determined  than  before,  and  the  instinct  for 
domination  is  strong.  The  careless  tossings  and  drift- 
ings  of  the  Greek  period  have  brought  the  individual 
into  contact  with  the  law  of  nature  and  of  society. 
As  he  has  grown,  through  experience,  familiar  with 
these  laws,  he  has  come,  little  by  little,  to  realize  the 
power  to  be  gained  by  alliance  with  them.  He  co- 
operates with  others  for  the  sake  of  what  he  will  gain 
for  himself.  Power,  ability,  success,  become  his  ideals, 
displacing  to  some  extent  the  ideal  of  beauty.  He 
submits  to  law  as  the  embodiment  of  power,  is  obedient 
to  authority,  and  overbearing  to  those  weaker  than  him- 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       161 

self.  He  is  intensely  patriotic.  He  is  ambitious  to  im- 
press himself  in  some  way  upon  others,  usually  by  some 
deed  of  heroism.  Or  his  ambition  may  assume  a  some- 
what more  utilitarian  form,  and  he  may  think  and  talk 
about  being  rich  or  politically  powerful.  But  in  some 
form  or  other,  his  ideals  will  be  of  mastery,  domination, 
success. 

B.     ETHICAL   IDEALS. 

These  first  strong  stirrings  of  the  natural  instincts  for 
power  are  not  by  any  means  to  be  repressed  by  the 
teacher ;  but  all  the  work  of  the  grade  is  designed  to 
stimulate  and  make  them  more  intelligent,  hence  more 
effective.  It  aims  to  teach  how  much  is  gained  through 
cooperation,  between  man  and  nature,  and  between  man 
and  man.  The  child  learns  that  success  depends  upon 
individual  effort  not  more  than  upon  an  alliance  witli 
law  and  cooperation  with  others,  so  that  he  becomes 
law-abiding,  and  unwilling  to  oppress  others  though  he 
is'  strong  enough  to  do  so.  Order  and  system,  manli- 
ness, self-control,  and  honor,  individual  responsibility, 
and  patriotism  are  conceptions  which  will  repay  especial 
cultivation  at  this  point,  as  the  soil  is  ready  for  them 
and  all  conditions  are  favorable.  Tales  of  heroism  in 
its  larger  and  more  picturesque  manifestations  should 
be  freely  used,  to  enlarge  the  children's  ideas  of  what 
success  really  means.  They  will  hardly  be  able  at  this 
stage  to  appreciate  the  quality  in  its  finer  and  more 
obscure  aspects ;  but  such  heroes  as  Horatius  and 
Curtius  will  appeal  to  them  strongly.  The  central 
idea  for  this  grade  is  "  Power  through  Law."  Honesty, 
helpfulness,  and  patriotism  are  terms  by  which  the  chil- 
dren may  grasp  the  idea. 


162  ,  ORGANIC  EDUCATION, 


C.    MATERIAL. 


The  stories  of  Roman  heroes  should  be  freely  used 
for  their  ethical  bearings :  for  patriotism,  those  of 
Horatius,  Curtius,  and  Regulus ;  for  personal  integrity 
and  regard  for  law,  as  positive  instances,  Regulus,  Fabri- 
cius,  Brutus  the  first  consul,  and  the  consul  Manlius, 
who  ordered  his  son  to  be  beheaded  for  a  violation  of 
the  law;  as  a  negative  instance,  Tarpeia.  Csesar  may 
be  used  as  the  ideal  of  military  glory. 

These  ideals  should  be  shown  as  («)  embodied  in 
Roman  art,  as  in  the  Relief  of  Curtius  in  the  Villa 
Borghese,  and  (h)  embodied  in  modern  art,  as  in  Flax- 
man's  pictures  in  Church's  Stories  of  Livy. 

Read:  Macaiilay,  Horatius. 

Holmes,  Flower  of  Liberty. 

Sing  :     America. 

Handel,  See  the  Conquering  Hero  Comes. 

Photographs  of  the  Tarpeian  Rock,  Forum,  and 
other  places  mentioned  should  be  shown.  The  children 
study  the  American  flag,  and  make  one  according  to 
measurement. 

Such  questions  as  the  following  may  be  asked :  — 

Have  we  ever  had  any  one  in  our  country  as  brave  as  Horatius 
who  kept  the  bridge?  A  man  with  as  high  a  regard  for  law  as 
Brutus  ?  A  man  who  was  strong  enough  to  do  what  was  best  for 
the  country  without  regard  to  what  would  happen  to  him,  like 
Regulus  ? 

(Tell  stories  from  American  history.) 

Are  you  trying  as  hard  as  Horatius  to  be  brave  and  to  become 
a  good  citizen  ? 

Would  you  make  a  good  soldier  ? 

Why  do  we  need  soldiers  ? 


THE    WORK   OF   THE   GRADES,   IN   OUTLINE.      163 

Do  we  need  them  now?     Why? 
Do  soldiers  ever  fight  things  instead  of  people  ? 
What  shows  how  brave  you  are? 
Are  you  bravest  alone  or  with  some  one  ? 
What  kinds  of  bravery  are  there  ? 

Will  you  ever  make  a  good  citizen?  Why?  How  are  you 
preparing? 

Is  it  just  as  well  to  wait  until  you  grow  up? 

Can  you  walk  as  a  soldier  does  ?     Endure  ?     Control  yourself? 

(Show  pictures  of  heroes  and  heroic  scenes.) 

I.  Appearance. 

1.   The  Story. 

The  head  of  the  young  Augustus  should  be  used  to 
show  the  ideal  Roman  type  of  face.  This  may  be  sup- 
plemented by  the  description  of  Horatius  in  Ten  Boys. 

The  dignity,  firmness,  self-control,  and  nobility  shown 
in  the  face  of  the  young  Augustus  should  be  noted; 
and  the  connection  shown  between  the  typical  Roman 
face  and  the  Roman  life  and  character. 

As  the  Romans  had  many  portrait-statues,  pictures  of  their 
great  men  may  be  shown  the  children.  As  the  ideal  historic 
representation  of  a  later  period  the  Antinous  may  be  used. 

The  baths  of  Caracalla  and  others  are  studied,  and 
the  matter  of  cleanliness  and  the  training  of  the  body 
discussed.  The  teacher  tells  the  children  something 
about  the  difference  between  the  golden  age  of  Rome, 
and  the  time  when  it  fell,  and  assigns  as  the  great 
reason  for  this  difference  the  prevalent  gluttony  and 
wrong  living  at  the  latter  time,  resulting  in  loss  of 
military  vigor.  The  relation  of  one's  habit  of  life  to 
health  and  strength  is  discussed,  with  emphasis  upon 


164  ORGANIC  EDUCATION. 

temperance   and   self-control.     The  children  study  the 
hair  and  the  nails,  with  reference  to  the  care  of  them. 

2.  Comparison. 

The  face  of  the  young  Augustus  should  be  compared 
with  those  of  Cleon,  of  Darius,  Kablu,  and  Hiawatha, 
to  bring  out  the  differences. 

3.  Measure. 

Roman  ways  of  measuring  time  are  learned  and  com- 
pared with  our  own.  The  meaning  of  our  names  for 
months  is  learned.  Measuring  the  growth  of  the  body 
at  regular  intervals  should  be  continued  in  this  grade. 
Determine  proportions  of  the  body,  as  hand  and  foot  to 
height. 

4.  Expression. 

Military  exercises.  Practice  in  the  carriage  of  the 
body,  pose,  gesture,  facial  expression.  Drawings  of  the 
children  in  characteristic  pose.  The  children  learn  to 
express  numbers  by  the  Roman  notation  as  well  as  in 
the  Arabic. 

In  this  connection  read  Longfellow's  The  Poet's  Calendar,  and 
the  description  of  the  Procession  of  the  Hours  in  Scene  IV.  of 
Shelley's  Prometheus  Unbound,  also  Phaeton,  in  Ovid's  Metamor- 
phoses. 

Show  also  the  pictures  of  Raphael's  Hours  and  Days  of  the 
Week ;   and  Guido  Reui's  Aurora. 

Read  the  Story  of  Antinous  and  Hadrian,  from  Rydberg's 
Roman  Days ,    and  Mrs.  Browning,  A  Portrait. 

II.   Clothing. 

1.   The  Story. 

Clothing  proper  to  certain  ages,  ranks,  occupations. 
Adaptation  to  environment  and  habits  of  life.      Orna- 


THE   WORK  OF  THE  GRADES,   IN   OUTLINE.      165 

ments  and  decorations,  arms  and  implements  of  war, 
precious  stones  known  then  and  now. 

The  ideal  of  the  time  shown  in  the  portrait  statues. 
Ideal  costume  as  shown  by  an  artist  of  later  time,  as, 
for  example,  by  Le  Roux,  School  of  the  Vestal  Virgins 
and  the  Vestal  Tuccia. 

Study  of  cotton,  ivory,  shellfish,  cochineal,  and 
rock-lichen  (source  of  purple  dye)  as  sources  of  mate- 
rial and  coloring  used  in  connection  with  making 
clothing. 

Wool  and  flax,  having  been  studied  in  grades  below,  are  not 
studied  here.  The  children  should  learn  the  processes  of  manu- 
facture, occupations,  and  inventions,  growing  out  of  the  study  of 
clothing.  The  manufacture  of  felt  and  leather  should  be  reviewed 
here.  In  coniiection  with  the  process  of  dyeing  there  should  be  a 
study  of  complementary  and  tertiary  colors. 

2.   Comparison. 

The  clothing  of  Horatius  is  compared  with  that  of 
the  periods  previously  studied  and  with  that  of  the 
present  as  to  design,  comfort,  material,  color,  difficulty 
in  obtaining  material,  making,  trimming,  durability, 
cleanliness,  extent  of  wardrobe,  its  relation  to  the  cli- 
mate, to  the  environment,  its  aesthetic  quality  (com- 
pare pictures  of  Roman  costumes  with  fashion  book  of 
the  present),  the  machinery  used  and  the  division 
of  labor.  What  were  the  standards  of  measuring  then  ? 
What  now? 

What  obstacles  were  overcome  then  ?  What  since  ? 
Inventions  used  then  and  now  ?  What  provision  is  made 
for  the  clothing  of  animals  ?  How  do  we  take  advan- 
tage of  it? 


166  ORGANIC  EDUCATION, 

3.  Measure. 

Problems  are  made  and  economic  conclusions  drawn 
from  the  comparison  of  different  facts  brought  in  by 
the  children  as  to  their  own  clothing;  the  amount  of 
material  and  trimmings,  how  measured ;  the  cost  of  gar- 
ments of  different  material  (compare  in  cost  and  length 
of  time  worn)  ;  time  given  to  making  and  mending ; 
cost  of  ready-made  and  home-made  garments.  The 
children  learn  the  origin  of  the  standards  used  by  the 
Romans  which  correspond  most  nearly  with  our  inch, 
foot,  and  yard.  They  study  the  dollar  as  made  up  of 
cents,  and  the  gross.  The  relation  of  price  to  quality 
of  material  should  be  noted  and  practical  suggestions 
made  in  regard  to  buying. 

4.  Expression. 

Describe,  draw,  paint,  cut,  and  sew  garments  like 
those  of  Horatius'  time  and  of  the  present,  measuring 
everything  made.  Design  decorations  for  the  garments 
in  flax,  wheat,  sticks,  rings,  etc.,  and  by  drawing  and 
painting.  Dress  dolls  for  Horatius,  his  sister,  and  a  boy 
and  girl  of  the  present  time.  Draw  or  make  the  imple- 
ments used  in  the  different  processes  studied.  Draw 
or  describe  the  sequences  of  the  processes.  Put  in  the 
scrap-book  pictures  of  machinery  used  now  for  these 
processes,  pictures  showing  clothing  at  the  time  of 
Horatius,  and  some  cut  from  fashion  magazines  of  the 
present  time. 

Read:  Lovejoy,  Nature  in  Verse;  Susie  E.  Kennedy,  Miss  Willow. 

Whittier,  Child  Life  in  Poetry,  October  had  a  Party,  and 
Jack  in  the  Pulpit. 

Miss  Palmer,  Miss  Snowflake's  Party. 
Sing  :     A  Million  Little  Diamonds,  St.  Nicholas  Soiig  Book. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       167 
III.    Home. 

1.   The  Story. 

The  home  should  be  considered  under  three  heads: 
(1)  Environment,  (a)  Physical,  (5)  Artificial.  (2)  The 
House,  (a)  Structure,  (6)  Furniture,  etc.,  (c)  Food. 
(3)  Family  Life. 

(1)  Environment. 
(a)  Physical. 

The  following  points  should  be  noted:  The  moun- 
tains, plains,  Tiber,  seven  hills,  climate,  heat  of  sun  at 
midday,  length  of  days  at  different  seasons,  changes  in 
temperature  for  different  seasons ;  kinds  of  soil,  uses  ; 
minerals:  marble,  tufa,  clay,  salt,  sulphur;  animals: 
wolf,  eagle,  goat,  dog,  shells,  corals ;  plants :  chestnut, 
poplar,  oak,  laurel,  ivy,  clematis,  daffodil,  poppy,  violet, 
trefoil ;  heavenly  bodies. 

Pliny's  letter  to  Domitius  ApoUinarus  (^Epistle  v.  6) 
describes  the  physical  environment  of  his  Tuscan  villa. 

Read  :  Longfellow,  Fiftieth  Birthday  of  Agassiz. 
Jane  Taylor,  The  Violet. 

(b)  Artificial. 
Pictures  should  be  shown  of  Ancient  Rome  and  the 
Rome  of  to-day.  The  following  points  may  be  noted : 
Plan  of  the  city  (general  features)  ;  Forum :  golden 
mile-stone,  Basilica  JuUa ;  Temples  of  Saturn,  Castor 
and  Pollux,  Vesta ;  Tablinium,  Arch  of  Septimus  Seve- 
rus,  Rostrum,  Sacred  Way,  Caesar's  Portico,  Senate- 
house,  Colosseum,  Arches  of  Constantine  and  Titus, 
Appian  Way,   Baths  of   Cavacalla,    Mamertine  Prison, 


168  ORGANIC  EDUCATION, 

Cloaca    Maxima,  Tarpeian    Rock,  Palatine   Hill,  aque- 
ducts, fountains. 

(2)  The  House. 

(a)  Structure. 

The  ideal  historical  structure  may  be  shown  by  the 
description  of  Pliny's  Laurentian  Villa  or  by  descrip- 
tions or  pictures  of  Pompeian  houses. 

Plan  of  a  house,  portico,  peristyle,  atrium,  hearth, 
etc.  Adaptation  of  house  to  environment,  climate,  life 
of  the  people ;  beauty  of  the  whole  and  of  parts ;  pro- 
vision for  light,  heat,  air,  water,  cleanliness,  rest. 

(b)  Furniture  and  Utensils. 

Beds,  couches,  seats,  tables,  chests,  cabinets,  lamps, 
tableware,  sun-dials,  hour-glasses  (hours  of  different 
lengths  at  different  times  of  the  year),  tablecloths  and 
napkins,  lights.  Trace  Greek  influence  on  Roman  in 
regard  to  furniture,  etc.  Try  to  have  the  children  dis- 
tinguish different  typical  shapes  of  furniture  and  dishes. 

(c)  Food. 

The  ideal  in  literature  may  be  found  in  the  story  of 
Ceres,  the  ideal  historical  in  Pliny's  letter.  Selected 
lines  from  Horace  containing  a  description  of  a  Roman 
dinner. 

The  staple  foods.  Number  and  time  of  meals.  Num- 
ber of  courses  and  varieties  of  food  used  at  dinner. 
Religious  features. 

(3)  Family  Life. 

An  ideal  of  family  ties  as  embodied  in  literature  is 
Virgil's  description  of  ^neas  taking  his  father  from 
Troy.     For  an   ideal   historical   presentation,    Cornelia 


THE    WORK   OF   THE   GRADES^  IN    OUTLINE.       169 

and  lier  jewels  and  the  story  of  Virginia  may  be  used. 
Showing  the  ideal  of  the  present,  Longfellow's  Chil- 
dren's Hour,  or  Eugene  Field's  poems  for  children  and 
Alice  Carey's  An  Order  for  a  Picture.  Stories  from 
Felix  Adler's  Moral  Instruction  of  Children  may  be  used. 

Family  and  individual  names,  the  pride  of  family, 
training  given  by  the  mother  at  home,  later  education 
also  often  at  home,  subordination  of  children,  filial  love 
and  honor. 

Compare  the  Roman  house  as  to  its  general  plan, 
material,  and  beauty,  provision  for  light,  heat,  water, 
air,  cleanliness,  and  rest,  with  the  homes  of  the  children 
in  school,  and  also  with  the  home  of  Cleon  and  others 
of  previous  periods.  Compare  atrium,  tablinium,  peristy- 
lium  with  rooms  of  the  present  time  that  correspond  to 
these.  Try  to  have  the  children  form  a  conception  of  a 
typical  Roman  house,  and  -See  something  of  the  reason 
for  its  plan  in  the  life  and  environment  of  the  people. 
Then  show  how  ours  are  adapted  to  our  life  and  en- 
vironment. Many  beautiful  features  of  the  Roman 
house  have  been  adopted  by  us  in  a  modified  form : 
roof  gardens,  doors,  flooring  (bricks,  tiles,  stones,  mosa- 
ics).    See  J.  H.  Parker  on  Mosaics. 

Compare  the  furniture  and  utensils  used  by  the 
Romans  with  those  both  of  earlier  times  and  of  the 
present.  Trace  the  influence  of  the  Greek  upon 
the  Roman.  Typical  shapes  should  be  presented  till 
the  origin  can  be  distinguished. 

Some  of  the  most  important  principles  of  art  may  be  learned 
here,  such,  for  instance,  as  symmetry,  proportion,  and  repose. 
Read  :  ^neid  (Book  11,  1.  957). 

Evangeline.     (Leaving  Grandpre.) 


170  ORGANIC  EDUCATION. 

2.   Comparison. 

Compare  the  different  kinds  of  food  and  the  manner 
of  serving,  both  in  the  Roman  period  and  now.  Com- 
pare city  life  with  farm  life  that  children  may  know 
the  sources  of  supply  of  some  of  the  most  important 
articles  of  food. 

Compare  the  amphitheatres  of  the  Greeks  with  the 
Colosseum,  Circus  Maximus,  and  amphitheatres  of  the 
Romans.  Compare  with  our  theatres.  Temple  of 
Saturn  with  our  banks.  Where  was  their  post-office? 
Compare  Roman  forum,  Greek  agora,  and  our  mar- 
kets. Compare  Roman  bridges,  roads,  and  mile-stones 
with  ours.  Palaces  and  our  houses,  fountains,  monu- 
ments, parks  ;  Senate  and  Council  Chamber  ;  aqueducts 
and  water  mains  —  force  from  slope  and  force  from  ma- 
chinery ;  Tiber  with  local  rivers,  breadth,  color  of  water, 
banks,  motion  of  water,  where  the  water  comes  from, 
where  it  goes.  Kinds  of  soil :  sand,  gravel,  clay,  loam. 
Uses :  uses  of  tufa  and  clay  at  Rome.  Common  trees 
found  here.  Did  they  have  stores,  banks,  post-of&ces  ? 
Their  use?  Compare  means  of  communication  then 
and  now.  How  did  the  Romans  send  letters?  What 
have  we  that  they  had  not?  Roman  wall  bounded 
Rome;  what  wall  bounds  your  city?  What  bounds 
the  school? 

Compare  your  nearest  river  with  the  Tiber,  compare 
sources  (lake  and  spring).  Could  there  be  a  larger 
island  in  the  Tiber  ?  Compare  hills  of  Rome  with  the 
surroundings  of  your  city.  Climate  and  winds.  Kinds 
of  soil  the  children  see  compared  with  tufa,  etc.;  its 
use.  Compare  trees,  vegetables,  animals,  minerals. 
Compare  the  way  the  Romans  used  rivers  and   hills, 


THE    WORK   OF   THE  GRADES,    IN   OUTLINE.      171 

with  our  use  of  rivers  and  structure  of  land.  Uses 
of  the  land  around  Rome ;  products,  effects  of  climate. 
Value  of  position  on  the  river  and  on  the  hills  for  these 
products.  Compare  products,  etc.,  with  ours.  Compare 
overflow  of  Tiber  and  results  with  measures  taken  to 
prevent  overflow  here.  Use  of  sewers.  Why  a  dif- 
ference in  the  trees?  (Relation  of  climate  to  animal 
and  vegetable  life  shown.) 

3.   Measure. 

The  children  study  the  square  yard,  the  rod,  and  the 
square  rod.  They  begin  the  study  of  the  mile.  They 
find  the  distance  from  the  school-building  to  the  market, 
nearest  opera  house,  city  hall,  soldiers'  monument, 
nearest  churches,  prison,  river,  island.  Perimeter  of 
block,  of  cellars,  yard ;  width  of  street ;  number  of  days, 
bright,  cloudy,  or  rainy,  ili  a  month;  length  of  hill, 
shadows  at  different  times  of  the  day  and  on  different 
days  ;  growth  of  birds,  plants,  vines,  vegetables  ;  amount 
of  food  produced  on  home  trees,  relation  of  trees  to 
insects,  of  food  consumed  by  different  animals  at  chil- 
dren's homes,  number  of  stores  of  different  kinds  within 
the  immediate  neighborhood,  time  between  street-cars, 
time  for  street-cars  to  go  one  mile.  Perimeter  of  a 
triangular  block.  Hours  stores  are  open,  number  of 
people  employed  in  stores  and  for  delivery  wagons. 
Compare  the  size  of  the  Colosseum  with  that  of  some 
auditorium,  length  of  Roman  aqueducts  with  city  water 
mains,  the  fountain  of  Trevi  with  the  fountain  in  the 
park,  length  of  time  the  paving  of  a  Roman  street 
has  lasted  with  the  time  since  ours  has  been  laid, 
size  of   Roman   chariots  with  our  carriages.     Estimate 


172  ORGANIC  EDUCATION. 

the  cost  of  keeping  certain  pets,  of  entertainments  the 
children  have  recently  attended.  How  long  must  a 
newsboy  work  to  buy  a  ticket  to  some  entertainment? 
Why  does  it  cost  money  ?  How  many  people  minister 
to  your  pleasure  if  you  go  to  the  park?  To  other 
places  for  pleasure?  To  procure  food?  How  many 
people  take  care  of  parks?  Street  cars?  (Select 
other  things  from  the  experience  of  the  children.) 
How  many  children  in  a  given  block?  How  many 
families?  How  do  they  need  to  cooperate  in  the 
winter?  In  other  seasons?  What  can  they  enjoy  to- 
gether? What  causes  suffering  among  them?  (One 
of  the  strong  teaching  points  in  this  period  is  the 
amount  that  is  accomplished  by  system,  order,  and 
cooperation.  Through  the  measuring  this  can  be 
brought  home  to  the  children.)  Show  how,  through 
cooperation,  measurement,  and  inventions,  distance  is 
not  such  an  obstacle  as  it  used  to  be,  and  how  there 
is  more  freedom. 

The  children  bring  in  number-facts  in  regard  to  their 
own  homes.  Kind,  number,  and  size  of  rooms ;  cost  of 
different  materials,  of  window-glass,  of  stairways,  tiling, 
papering,  painting,  of  providing  bath-rooms,  arrange- 
ments for  heating,  lighting,  water.  Compare  the  cost 
of  the  public  baths  in  Rome  with  the  present,  of  beauti- 
ful floors  then  and  now.  Second  story  of  house  built 
because  of  increase  in  value  of  land.  Compare  dimen- 
sions of  Greek,  Roman,  and  present-day  houses  ;  also 
the  number  of  rooms.  Cost  of  furniture  of  different 
kinds  and  grades.  How  purchased  or  measured?  Why 
differences  in  the  cost?  Sequence  and  source  of  some 
article  of  furniture  or  of  some  utensil  to  show  the  num- 


THE    WORK   OF   THE  GRADES,   IN  OUTLINE.      173 

ber  of  people  required,  the  difficulty  of  obtaining,  num- 
ber of  progressive  steps,  hours  of  labor,  use  of  machinery, 
number  of  industries,  place  where  they  are  carried  on, 
distance  manufactures  are  carried.  Make  the  model 
house  and  furniture  to  measurements.  Observe  propor- 
tion between  size  of  house  and  furniture.  Measure  size 
of  house,  of  rooms,  of  yard.  Find  area  and  perimeter. 
Measure  by  comparison  different  kinds  of  lights,  candle, 
kerosene,  gas,  electricity. 

Have  the  children  bring  the  facts  on  length  of  time 
it  takes  to  cook  different  kinds  of  food ;  the  amounts 
necessary  for  a  meal  for  a  certain  number  of  people ; 
the  cost  of  food  of  different  kinds,  how  measured  and 
sold  (they  use  the  bushel,  pound,  ounce,  and  cubic  inch 
as  measures)  ;  from  what  stores  obtainable,  etc.  Length 
of  time  required  for  producing,  procuring,  preserving ; 
what  preparation  is  necessary  before  serving;  cost  in 
money,  time,  and  strength  *  utensils  required.  Capacit}^ 
durability,  and  cost  of  kitchen  utensils,  and  of  farm- 
ing implements. 

Of  course  these  hues  of  suggestions  cannot  all  be  followed  out. 
The  teacher  must  select  such  as  she  deems  most  profitable. 

Nature-Study. 

Many  subjects  for.  nature-study,  found  under  the  head  of 
Physical  Environment,  will  not  be  repeated  here. 

Study  of  water-supply,  science  of  piping.  Sequence 
of  brickwork,  of  material  used  for  mosaic  floors,  cur- 
tains, etc.  Study  the  ivy,  the  poppy,  and  the  violet. 
Study  petroleum  (lighting)  and  mica  (windows).  In 
connection  with  the  midday  siesta  of  the  Romans,  study 
the  daily  motion  of  the  sun,  shadows,  variation  of  heat 


174  ORGANIC  EDUCATION. 

at  different  parts  of  the  day  ;  length  of  days  at  different 
seasons.  Study  the  changes  in  structure  and  life  of  one 
animal  and  one  plant  as  due  to  climate,  and  the  change 
in  life,  animal  and  vegetable,  at  different  seasons. 

General  study  of  the  use  of  foods;  kinds  of  foods, 
animal,  vegetable,  and  mineral.  Kinds  of  food  used  by 
the  Romans  compared  with  ours.  Why  is  there  a  dif- 
ference ?  Study  of  the  stomach.  Relation  of  food  to 
health.  Let  the  teacher  give  the  facts  of  the  propor- 
tion of  elements  in  different  foods  (experiments). 
Evaporation  in  cooking  and  elsewhere. 

The  various  foods  used  by  the  Romans  are  studied  in 
sequence  of  growth,  preparation,  etc.  Wheat ;  process 
of  cultivation,  tools  and  implements.  Preparation  of 
bread  —  private  and  public  guilds.  Cakes,  pastry  and 
confectionery.  Vegetables :  beans,  peas,  lentils,  cab- 
bages, beets,  turnips,  radishes,  carrots,  asparagus, 
onions,  melons,  cucumbers,  lettuce,  mustard,  mint. 
Gardens,  when  and  how  made  ?  What  raised  ?  Fruits  : 
apples,  pears,  plums,  quinces,  olives,  grapes.  Make  a 
study  of  one  of  each  class.  Show  what  the  part  valu- 
able to  us  means  to  the  plant.  Study  under  sequence 
of  life-history.  Select  those  best  for  the  season  in 
which  the  work  is  being  carried  on.  Meats:  domestic 
fowls  and  game.  Compare  with  those  used  in  former 
periods.  Study  salt.  Care  of  horses,  cows,  sheep ;  our 
treatment  of  them. 

4.   Expression. 

Model  in  sand  the  physical  environment  of  Rome, 
showing  the  seven  hills,  the  Tiber,  etc.  In  the  same 
way,  show  the  physical  environment  of  their  own  city. 


THE    WORK  OF   THE   GRADES,  IN   OUTLINE.       175 

Model  or  draw  the  Colosseum.  Model  arches,  columns, 
etc.,  in  their  proper  proportions.  Draw  to  a  scale  the 
block  in  which  the  schoolhouse  stands,  also  a  business 
block  in  the  city.  Put  in  houses,  stores,  vacant  lots,  and 
buildings  of  different  kinds.  Indicate  by  coloring  or 
otherwise  the  proportion  of  dwelling-houses  in  the  block 
to  places  of  business,  and  also  the  proportion  of  differ- 
ent kinds  of  business.  Make  drawings  of  buildings, 
monuments,  arches,  of  Rome  and  the  pupils'  own  city. 
Make  pictures  to  show  scenes  in  both  cities ;  to  show 
the  children's  own  experiences  in  the  city  ;  to  show  a 
sequence  of  experiences  in  starting  from  home  and 
going  by  boat  or  street-cars  and  bridge  to  some  park 
or  place  of  recreation,  experiences  there,  and  return. 
Picture  occupations  seen  on  the  way. 

The  children  make  a  typical  Roman  house  complete 
with  windows  of  mica,  window-shutters,  furniture,  etc. 
They  also  construct  a  modern  house.  They  draw  the 
ground  plans  of  these  and  also  one  of  the  schoolroom 
to  a  given  scale.  They  describe  these  plans,  using  car- 
dinal points.  They  learn  some  of  the  more  common 
Latin  words  used  in  connection  with  the  study  of  the 
house,  and  other  words  embodied  in  our  language  easily 
understood  by  the  cliildren.  They  copy  beautiful  de- 
signs of  furniture,  both  Roman  and  modern.  They 
draw  and  make  utensils  of  different  kinds. 

They  paint,  draw,  and  mould  objects  used  for  food. 
They  play  having  meals  of  different  kinds,  showing 
arrangement  for  the  table,  order  of  courses,  preparation 
of  meals,  washing  of  dishes.  The  children  arrange  for 
a  meal  in  Avhich  there  shall  be  the  maximum  of  nutri- 
ment.    They  draw  or  act  out  the  story  of  Ceres. 


176  OBGANIC  EDUCATION. 

The  color  study  should  be  continued,  complementary  colors 
should  be  taught,  and  the  rich  Roman  coloring  should  be  shown. 

Tn  connection  with  the  study  of  animals,  read  Longfellow's 
The  Birds  of  Killingsworth  and  Sewall's  Black  Beauty.  Apropos  of 
the  mineral  study  and  crystallization  the  teacher  should  tell  the 
story  of  Neith  from  Ruskin's  Ethics  of  the  Dust.  Here  also  may 
be  read  Jack  Frost,  from  the  Normal  Fourth  Reader,  and  the 
Winter  Prelude  in  Lowell's  Vision  of  Sir  Launfal.  With  the  study 
of  the  river,  the  baths,  etc.,  read  "Oh,  tell  me,  pretty  river,"  also 
from  the  Normal  Fourth  Reader,  Lowell's  Fountain,  and  jNIrs. 
Whitney's  The  Alder  by  the  River. 

In  connection  with  the  ivy  should  be  read  Dickens's  Ivy  Green, 
and  apropos  of  the  violet,  Lucy  Larcom's  Calling  the  Violet. 

Sing:  Chopin,  Berceuse.     (The  children  hum  the  melody.) 
Schumann,  Slumber  Song. 
Open  your  Eyes,  my  Pansy  Sweet,  C.  B.  Hubbard's  book 

of  Kindergarten  Songs. 
The  Ivy  Green. 

IV.     The  SchooL 

1.   The  Story. 

The  ideal  of  Roman  education  is  thus  expressed  by 
Cicero  :  "  The  children  of  the  Romans  are  brought  up 
that  they  may  some  time  be  useful  to  the  countrj^,  and 
hence  should  be  taught  the  nature  of  the  state  and  the 
regulations  of  our  forefathers.  Our  country  has  borne 
and  educated  us  on  that  condition  —  that  we  consecrate 
to  its  service  the  best  powers  of  our  spirit,  talent,  and 
understanding ;  therefore  we  must  learn  the  art  through 
which  we  can  serve  the  state,  for  I  hold  that  to  be  the 
greatest  wisdom  and  the  highest  virtue." 

Read  selections  from  Juvenal's  Satire  X.  (from  ''The  child 
with  whom  "  —  ending  "  Rivals  both  in  eloquence  and  fame  !  "),  to 
show  a  picture  of  a  Roman  boy  going  to  school. 


THE   WORE  OF  THE  GRADES,  IN   OUTLINE.       177 

Physical  education :  taught  to  ride,  run,  leap,  box, 
and  swim,  also  military  drill.  Mental:  reading,  writ- 
ing, arithmetic,  oratory ;  poets,  and  the  speeches  of  the 
senators.  Manual :  industrial'  trades  of  the  parents. 
Civic  learning  :  the  laws  of  the  Twelve  Tables. 

2.  Comparison. 

The  education  of  the  Romans  is  compared  with  that 
of  the  past  periods  studied,  and  with  that  of  our  own 
times,  both  as  to  the  ideals  and  the  actual  practice  of 
each.  The  relation  of  Roman  to  Greek  education  is 
particularly  emphasized. 

3.  Measure. 

Problems  are  made  from  facts  regarding  the  school- 
room  and  school   building.     Have  the   children   make 
measurements  of  dimensions  as  far  as  possible.     Draw 
plan  of   schoolroom  to  scale.      Locate  objects   in   the 
room.     Give  semi-cardinal  points  for   description  of  a 
room  in  the  building,  of  the  school  building  and  sur- 
roundings.    Roman  notation ;  let  the  children  calculate 
by  tens  and  twelves  and  find  which  is  easier.     Use  of 
two  kinds  of  money  based  upon  the  decimal  and  duo- 
decimal system.     Work  with  factors  and  multiples  of 
ten  and  twelve.     Let  them  compare  the  school  year  of 
Horatius  with  their  own.     Compare  his  holidays  with 
our  New  Year's  and  February  22d.     Find  the  value  of 
a  denarius  if   fifty  equalled  one  dollar  (amount   of  a 
Roman  teacher's  monthly  fee).     Find  as  many  things 
as  possible   to  which  the  Romans  applied  the  number 
twelve.     Compare  with  things  to  which  we  apply  that 
number,  and  see  if  any  relationship  exists.     Facts  about 
book  making  and  binding  ;  paper  and  pencil  making. 


178  ORGANIC  EDUCATION. 

4.   Expression. 

Make  tablet  and  stylus ;  draw  articles  used  then  and 
now  in  school.  Describe  or  show  by  pictures  the  pro- 
cesses of  pencil  and  book  making. 

Read  :  F.  D.  Sherman,  Vacation  Song. 
V.     Social  Life. 

1.   The  Story. 

The  ideal  on  the  negative  side  may  be  presented 
through  the  statue  of  the  Dying  Gaul,  The  Gladiators 
b}^  Ger6me,  Nydia  by  Rogers,  and  descriptions  from 
Bulwer  Lytton's  Last  Days  of  Pompeii. 

On  the  positive  side,  pictures  of  social  life  by  Coo- 
mans,  pictures  of  the  Appian  Way,  description  of  Dido's 
banquet  for  ^neas  in  ^neid^  Bk.  I. 

The  following  lines,  translated  from  Horace,  express 
a  characteristic  Roman  attitude  toward  life,  which  in- 
fluenced their  social  diversions  :  — 

"Lord  of  himself  that  man  will  be 
And  happy  in  his  life  alway, 
Who  still  at  eve  can  say  with  free 
Contented  soul,  '  I've  lived  to-day ! 
Let  Jove  to-morrow,  if  he  will, 
With  blackest  clouds  the  welkin  fill, 
Or  flood  it  all  with  sunlight  pure, 
Yet  from  the  past  he  cannot  take 
Its  influence,  for  that  is  sure  ; 
Nor  can  he  mar  or  bootless  make 
Whate'er  of  rapture  and  delight 
The  hours  have  borne  us  in  their  flight." 

Games  of  the  children :  dolls,  hobby  horses,  toy 
houses,  carts,  tops,  dice,  stilts,  marbles,   balls,  playing 


THE    WORK   OF  THE   GRADES,  IN    OUTLINE.       179 

court  and  senate,  and  the  game  of  Troy.  Feasts,  holi- 
days, etc.  (Note  especially  their  relation  to  religion.) 
Hospitality :  guest,  friend,  client,  etc. 

2.  Comparison. 

Compare  on  all  these  points  Roman  life  with  that  of 
all  previous  periods  and  with  our  own. 

3.  Measure. 

Various  number-facts  are  secured  from  the  children 
in  regard  to  their  games,  entertainments,  etc. 

"Such  questions  as  the  following  are  suggested :  — 

What  is  a  good  number  with  which  to  carry  on  certain  games  ? 

What  combinations  can  be  made?  What  do  j^ou  do  when 
there  are  too  many?  Not  enough?  Number  of  marbles  pos- 
sessed by  different  boys?  How  gotten?  (Show  wrong  of  playing 
"for  keeps.")  * 

How  much  do  marbles  cost?  ^  Tops?     Balls? 

How  many  dolls  have  the  girls  ?  How  many  dresses  for  each  ? 
How  many  dishes?  For  how  many  dolls  could  they  set  a  table? 
How  many  rooms  in  their  play-houses  ?     Furniture  in  each  ? 

Did  you  ever  go  out  of  town  for  a  visit?  Where?  How  long 
did  it  take?     How  much  did  it  cost?     How  many  people  helped? 

How  long  does  it  take  to  go  to and  back?     Its  cost?     Cost 

for  different  entertainments? 

4.  Expression. 

Play  the  games  Horatius  played,  and  invent  new 
ones  from  the  life  of  the  present,  such  as  voting,  mayor, 
city  council,  policeman,  etc.  Describe  and  illustrate 
Roman  visits  and  public  entertainments,  processions, 
etc.  Show  by  drawings  the  differences  between  a 
Roman  party  and  a  modern  one. 

Read  selected  lines  from  Ovid's  story  of  Daphne,  and  the 
description  of  the  chariot  race  in  Ben  Hiir,  by  Wallace. 


180  ORGANIC  EDUCATION. 

VI.    Industrial  Life. 

1.  The  Story. 

Agriculture :  raising  of  horses,  sheep,  goats,  pigs, 
poultry,  birds,  bees.  Implements  used,  processes,  prod- 
ucts, methods  (rotation  of  crops).  Commerce  and 
exchange.  Spinning,  weaving,  preparing  and  making 
garments.  Public  bakeries.  Industries  related  to  war- 
fare. Explain  the  relation  of  the  decline  of  industrial 
life  to  the  fall  of  Rome.     Building.     Commerce. 

Read  selected  stanzas  from  Whittier's  The  Hiiskers,  and  extracts 
from  Virgil's  First  Georgic  and  Thomson's  Seasons. 

2.  Comparison. 

Note  the  advance  in  industrial  life  from  Hiawatha  to 
Horatius,  then  from  Horatius  to  the  present. 

3.  Measure. 

Make  problems  from  facts  brought  in  by  the  children 
as  to  the  industrial  life  Avith  which  they  come  in  con- 
tact. Explanation  of  origin  of  Roman  measures  of 
length,  surface,  weight,  liquid  and  drj^  measure.  Com- 
parisons with  our  measures  ;  teach  such  of  ours  as  are 
in  most  common  use,  which  have  not  been  taught  be- 
fore, as  the  barrel.     Building  to  exact  measurements. 

4.  Expression. 

Describe  and  illustrate  industrial  processes  of  Roman 
times  and  of  the  present.  Make  some  of  the  imple- 
ments common  to  both  times.  The  children  should  be 
helped  to  make  gardens  of  their  own  and  to  take  part 
as  intelligently  as  may  be  in  industrial  life  as  they  come 
in  contact  with  it. 

The  children  learn  to  hum  Wagner's  Spinning  Song  from  The 
Flying  Dutchman,  and  Prize  Song  from  Meistersinger. 


THE    WORK   OF  THE   GRADES,  TX   OUTLTNE.       181 
Vn.    The  State. 

1.   The  Story. 

Show  how  the  state  is  the  focus  of  Roman  life,  and 
the  basis  of  all  Roman  ideals  of  character.  Most  of  the 
material  for  this  topic  has  been  involved  in  topics  previ- 
ously discussed  —  The  Home  (Physical  Environment), 
The  School,  Social  Life,  and  the  Church. 

The  character  stories  mentioned  at  the  beginning  of 
the  outline  show  the  military  ideals  and  regard  for  law. 

Tlie  story  of  The  Bell  of  Atri  may  be  told  and  parts  read  by 
the  children.  The  children  learn  of  the  armor  and  implements  of 
war,  the  use  of  public  buildings.  They  should  be  told  of  tlie 
Roman  law  regarding  libel. 

Pictures  that  may  be  used  are  the  Death  of  Caesar  by  Gerome, 
and  the  same  subject  by  Piloty. 

VIII.    The  Church. 

1.  The  Story. 

The  ideal  may  be  shown  in  the  stories  connected  with 
religious  life  in  the  story  of  Horatius  in  the  Ten  Boys, 
particularly  the  story  of  Horatia.  Temples,  especially 
the  Temple  of  Jupiter  and  the  Temple  of  Vesta.  Reli- 
gious holidays.  The  sacred  hearth  ;  Lares  and  Penates, 
sacrifices. 

2.  Comparison. 

The  children  compare  the  pictures  of  the  temples 
with  the  churches  they  see.  Compare  the  religious 
holidays,  the  religious  spirit  then  and  now.  Is  religion 
as  much  a  part  of  all  living  now  as  it  was  then  ? 

3.  Expression. 

The  children  build  temples  and  churches  with  blocks. 


182  ORGANIC  EDUCATION. 

Picture  processions  to  temples  and  churches.     Draw  the 
story  of  Horatia. 

The  children  read  and  learn  Psalm  XV. 

Sing  :  Night  and  Day,  hi  the  St.  NicJwlas  Song  Book. 

Books  of  Reference:  — 
Andrews,  Ten  Boys. 

Preston  and  Dodge,  Private  Life  of  the  Romans. 
Smith,  Dictionary  of  Greek  and  Roman  Antiquities. 
Gilman,  Story  of  Rome. 
Butter  worth.  Little  Arthur's  Story  of  Rome. 
Von  Falke,  Greece  and  Rome. 
Becker,  Gallus. 
Parker,  Archaeology  of  Rome. 
Middleton,  The  Remains  of  Ancient  Rome. 
Burn,  Ancient  Rome  and  its  Neighborhood. 
Dennie,  Rome  of  To-day  and  Yesterday. 
Church,  Stories  from  Virgil. 
Church,  Stories  from  Livy. 
Chm'ch,  Rome  in  the  Days  of  Cicero. 
Anthon,  Dictionary  of  Roman  Antiquities. 
Hale,  Boy  Heroes. 
Rawlinson,  Ancient  Religions. 
Rydberg,  The  Emperors  in  Marble. 
Hope,  Thomas,  Costumes  of  the  Ancients. 
Sherman,  F.  D.,  Poems. 
Field,  Eugene,  Poems. 
Pliny,  Letters. 

Lanciani,  Ancient  Rome  in  the  Light  of  Recent  Discoveries. 
Morgan,  Thomas,  Romano-British  Mosaic  Pavements. 
Guerber,  Myths  of  Greece  and  Rome. 
Clarke,  Education  of  Children  in  Rome. 
Meneffe,  Stories  from  the  Masters. 
Guerber,  Story  of  the  Romans. 
Bulwer  Lytton,  Last  Days  of  Pompeii. 
Shumway,  A  Day  in  Ancient  Rome. 
Mommsen,  History  of  Rome. 
Myers,  History  of  Rome. 


THE   WORK  OF  THE  GRADES,  IN    OUTLINE.       183 

Duruy,  History  of  the  Romans. 

Gell,  Books  on  Pompeii. 

Boissier,  The  Country  of  Horace  and  Virgil. 

Boissier,  Pompeii  and  Rome. 

Beesly,  Stories  of  Rome. 

Home,  The  Buried  Cities  of  Vesuvius. 

Stories  of  Ancient  History,  by  a  Mother. 

Poulsson,  In  the  Child's  World. 

Abbott,  Story  of  Romulus. 

Mariott,  Facts  about  Pompeii. 

Gell,  Topography  of  Rome. 

Taylor  and  Cresy,  Architectural  Antiquities  of  Rome. 

Forbes,  Rambles  in  Rome. 

Church,  Colour. 

Pictures  and  Statuary: — 

Head  of  Young  Augustus.     Capitoline  Museum,  Rome. 

Antinous.     Capitoline  Museum,  Rome. 

Raphael,  Hours. 

Raphael,  Days  of  the  Week.     ' 

Augustus.     Vatican. 

Apollo  in  Chariot.     From  Guido  Reni's  Aurora. 

Le  Roux,  Vestal  Virgins. 

Le  Roux,  The  Vestal  Tuccia. 

Dying  Gaul. 

Gerome,  The  Gladiators. 

Rogers,  Nydia.     University  of  Michigan  Art  Gallery 

Gerome,  Death  of  Caesar. 

Piloty,  Death  of  C?esar. 

Coomans,  A  Plot. 

Coomans,  A  Perilous  Passage. 

Coomans,  Education  of  a  Young  Patrician. 

Alma  Tadema,  A  Vintage  Festival. 

Burne-Jones,  The  Vestal. 

Gerome,  Circus  Maximus. 

Guerin,  iEneas  at  the  Court  of  Dido. 

Herring,  Pharaoh's  Horses. 

Schopin,  Cornelia  and  her  Jewels. 


184  ORGANIC  EDUCATION. 

Daubigii}^,  Landscapes. 

Rousseau,  Landscapes. 

Raphael,  ^neas  leaving  Troy. 

Knille,  Antinous  and  Hadrian. 

Head  of  Mars.     Munich. 

Bodenhausen,  Nydia. 

Sicliel,  Vestal  Virgin. 

Murillo,  St.  John  and  the  Lamb. 

Murillo,  Jacob's  Dream. 

Pliny's  Doves. 

Rubens,  Romulus  and  Remus  found  by  the  Shepherd. 

Millais,  Pomona. 

Checa,  Race  of  Roman  Chariots. 


WULF,    THE    SAXON   BOY. 
Grade  B  3. 

Ages  of  children,  eight  to  nine. 
A.    ANALYSIS    OF   CHARACTER. 

Wiilf  is  tj^pical  of  the  radical  iconoclastic  element 
in  character,  which  seems  to  be  uppermost  with  the 
majority  of  children  at  this  age.  It  is  an  era  in  which 
the  laws  imposed  by  others  seem  to  have  served  their 
purpose.  They  are  no  longer  followed  blindly,  but 
scrutinized,  questioned,  and  rejected  or  confirmed  ac- 
cording to  the  judgment  of  the  individual.  He  has 
previously  allied  himself  with  the  laws  which  have 
become  apparent  to  him,  and  the  alliance  has  been  to 
his  profit  But  the  very  gaining  of  this  profit  has 
brought  to  consciousness  the  fact  that  this  is  not  all 
he  needs.  He  is  not  yet  satisfied.  He  wants  a  deeper, 
a  more  fundamental  law,  a  law  which  shall  answer  the 
demands  of  his  own  nature.     It  is  not  that  the  child 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       185 

of  this  period  is  lawless.  He  is  only  following  a  law 
deeper  than  any  he  has  yet  known  —  the  law  of  his  own 
individual  nature.  This  is  preeminently  the  period  of 
individualism.  Cooperation  on  the  same  terms  as  be- 
fore does  not  seem  to  appeal  to  him,  but  it  still  exerts 
an  unconscious  influence  upon  action.  This  strength 
of  individuality  leads  to  a  bold,  fearless  spirit,  a  vigorous 
manifestation  of  likes  and  dislikes,  a  hatred  of  insin- 
cerity, and  a  contempt  for  weakness  of  any  sort. 

B.    ETHICAL   AIMS. 

This  is  the  "  storm  and  stress  "  period  of  childhood, 
and  one  of  the  most  difficult  to  deal  with.  Here,  if  any- 
where, the  teacher  must  be  strong,  sincere,  and  large- 
minded.  Much  patience  is  needed,  for  the  child  himself 
has  none.  No  force  of  authority  alone  will  carry  any 
precept  or  rule.  The  appeal  must  be  always  to  the 
individual  judgment  and  sense  of  fairness,  for  nothing 
but  surface  obedience  can  be  secured  in  any  other  way. 
The  aim  should  be  to  direct  and  render  intelligent  this 
high  sense  of  individualism,  to  develop  right  ideas  of 
freedom  and  of  personal  responsibility  consequent  upon 
it.  Independence  of  thought  and  action,  a  brave 
belief  in  oneself,  and  aspiration  toward  all  nobility 
in  character  and  life,  are  features  of  this  period  that 
should  be  fostered  by  every  means  possible.  The  right 
because  it  is  right,  not  because  it  is  compulsory,  is  the 
thought  to  hold  before  the  children  of  this  grade. 

C.     IDEAL   EMBODIED    IN   LITERATURE. 

Siegfried  is  the  ideal  character  for  this  grade.  His 
adventurous,  fearless   spirit  is  shown  in  his  killing  of 


186  ORGANIC  EDUCATION. 

the  dragon,  and  in  the  rescue  of  Brunhild ;  his  belief 
in  himself,  by  his  making  of  the  sword  Balmung;  his 
desire  for  freedom  in  his  going  out  into  the  world,  leav- 
ing his  trade ;  his  desire  for  what  is  noble,  as  shown  by 
the  story  of  the  "  curse  of  gold,"  by  his  purpose  to  right 
the  wrong,  to  help  the  weak,  and  to  punish  the  evil. 

I.    Appearance. 

1.  The  Story. 

(a)  Ideal. 

The  German  ideal  of  physical  beauty  is  expressed 
in  the  description  of  Siegfried  and  of  Balder  as  found 
in  the  general  references. 

(b)  Facts. 

Blue  eyes ;  long,  golden  hair ;  ruddy  complexion ; 
strong,  powerful  body. 

(c)  Nature- Study. 

Physiology.  The  value  of  a  strong  and  healthy  body. 
How  to  make  and  keep  the  body  strong.  Study  of  lungs, 
tissues  ;  stimulants  and  narcotics  ;  cleanliness. 

Reference  :  Allen,  The  Man  Wonderful. 

2.  Comparison. 

Races  of  the  past  are  compared  with  those  of  the 
present  as  to  strength.  Adaptation  to  life  of  the  time 
and  environment. 

The  following  questions  are  suggested  :  — 

Are  people  as  strong  in  body  now  as  they  were  then  ? 

What  causes  the  difference  ? 

What  can  you  do  to  become  strong? 

Trace  the  appearance  of  Wulf  in  the  children  present? 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       187 

3.  Measure. 

Such  questions  as  the  following  may  be  asked :  — 

Are  you  stronger  than  you  were  ? 

Are  you  large  ? 

How  large  are  you  ? 

Keep  a  record  of  your  growth. 

Keep  a  record  of  your  strength  by  what  you  can  do : 
lifting,  rowing,  running,  throwing,  etc. 

Who  is  the  strongest  person  you  know  ? 

What  can  he  or  she  do  ? 

How  do  these  people  use  their  strength  for  themselves 
and  others  ? 

How  should  they  ? 

Age,  measure  of  time,  names  of  days  of  the  week. 

4.  Expression. 

Show  the  appearance  of  Siegfried  by  drawing  and 
painting.  Play  games  and  use  exercises  of  the  Viking 
age.  Draw  pictures  of  some  child  in  the  room  who  re- 
sembles Wulf. 

II.    Clothing. 
1.   The  Story. 

(a)  Facts. 
Clothing  of  graceful  pattern  woven  with  great  skill. 
Wool,  linen,  silk,  threads  of  gold  and  silver,  possibly 
velvet,  leather,  furs,  embroidery.  Garments  similar  to 
the  present  (see  Vikinf/  Age  by  Du  Chaillu).  Beads 
of  gold,  silver,  glass,  bronze,  amber,  mosaic;  buckles, 
buttons,  pins,  bracelets,  rings,  hairpins,  and  ornaments. 
Sandals  of  leather  and  wood;  lace.  Cloaks,  fastened 
with  fibula ;  cap  or  hat ;  shoes  of  leather  or  skins  fast- 
ened with  woollen  strings.    Silk  string  wrapped  around 


188  ORGANIC  EDUCATION. 

leg  to  knees.  Gloves  of  skin,  sometimes  stitched  with 
gold,  sometimes  lined  with  down.  Needles  of  bronze, 
iron,  bone,  silver ;  shears  of  iron.  Colors :  blue,  red, 
green,  scarlet,  purple,  gray  (for  every  day),  white  (for 
slaves).     Change  of  fashions. 

(b)  Nature-Study. 
Study  of  silkworm,  amber,  tin  (bronze).  Continue 
study  of  color.  The  children  should  get  some  ideas  of 
the  scientific  basis  of  color,  and  should  experiment 
under  the  teacher's  direction  and  by  themselves.  They 
should  begin  the  study  of  color  harmonies.  The  use  of 
gold  and  silver  threads  in  the  decoration  of  clothing 
should  bring  out  the  idea  of  the  ductility  of  silver  and 
gold.  As  compared  with  this  may  be  brought  out  the 
malleability  of  gold. 

2.  Comparison. 

The  clothing  of  Wulf  is  compared  with  the  clothing 
of  Horatius  and  the  others,  and  with  the  children  in 
school  as  to  material,  sources  of  material,  style  of  gar- 
ments, adaptation  to  needs,  difficulty  in  making,  imple- 
ments used,  advantages  of  present  methods ;  number  of 
garments  possible,  stores,  machinery,  division  of  labor, 
decoration,  coloring,  comfort  (relation  to  climate), 
aesthetic  quality,  cleanliness.  Compare  weaving  and 
embroidery  then  and  now.  Compare  standards  of 
measuring. 

3.  Measure. 

The  children  learn  our  standards  as  compared  with 
those  of  Wulf  for  measuring  distance,  money,  weight 
of  gold  and  silver,  number  of  garments.  The  children 
work  with  the  standards  themselves  until  they  are  per- 


THE    WORK  OF  THE  GRADES,  IN  OUTLINE.       189 

fectly  familiar  with  them.  Make  problems  from  facts 
brought  in  by  the  children  as  to  the  amount  of  material 
needed  for  clothing  (essential  and  ornamental,  its  cost), 
time  for  making  (necessary,  decorative,  ornamental), 
cost  of  machinery,  implements,  cost  of  making,  cleaning, 
ornamental  accessories  (belts,  bracelets,  rings,  buckles, 
collars,  etc.)-     They  should  learn  the  metric  system. 

4.   Expression. 

Cut  patterns,  make  clothing  for  dolls  of  Wulf's  time 
and  the  present  (both  boy  and  girl).  Reproduce  de- 
signs used  by  Wulf,  for  fibulae  and  other  ornaments, 
and  design  new  ones.  (See  Viking  Age.')  Draw, 
paint,  carve,  hammer  (repousse  work),  make,  describe, 
sew.  Correct  use  of  terms  required  by  this  topic. 
Words  and  expressions  in  German  corresponding  to 
articles  of  dress,  materials,  occupation,  processes,  im- 
plements, people  engaged  m  different  kinds  of  work. 

Read  :  Robert  of  Lincoln,  Bryant. 

Song  :    Spin,  Lassie,  Spin.     Music  by  Reinecke. 

m.    Home. 

1.  The  Story. 

(1)   Environment. 
(a)    Physical. 

Ideal  —  Description  in  Siegfried's  Journey  to  Bur- 
gundy. 

Facts  —  Brook-basins,  water-partings,  pastures,  for- 
ests, meadows,  marshes,  mountains,  rivers,  sea,  cold  win- 
ters ;  moist  climate ;  fish ;  iron,  gold  and  silver,  clay. 
Domestic  animals:    horse,  cow,  sheep,  dog. 

Read  in  the  story  of  Siegfried,  The  Story  of  Bragi,  Balder,  The 
Waking  of  Brunhild,  and  How  the  Springtime  Came;  also  Long- 


190  ORGANIC  EDUCATION. 

fellow's  Tegner's  Drapa  (Death  of  Balder),  and  Matthew  Arnold's 
Balder  Dead  (selections).  Selections  from  Tennyson's  Brook  may 
be  read,  Longfellow's  The  Brook  and  Wave,  Tennyson's  The  Oak, 
Bryant's  March  and  The  Cloud,  Wordsworth's  I  wandered  lonely 
as  a  Cloud. 

Sing  :  There  was  a  Pretty  Dandelion,  St.  Nicholas  Song  Book. 

(b)  Nature-Study. 

Study  the  general  structural  features  of  the  country 
about  the  children's  homes,  the  kinds  of  slopes,  water- 
parting,  brook  or  river  (study  river)  basin,  direction  of 
slope,  velocity  of  water,  banks  and  mouth,  soil  carried 
by  the  water,  rise  of  stream.  Study  one  of  the  kinds 
of  trees  mentioned  in  Wulf's  environment.  Select  one 
near  school  building  for  all  to  observe,  though  children 
may  observe  others  in  different  places.  Have  children 
learn  the  names  and  distinguish  the  aspect  and  leaves 
of  trees  they  see.  Show  them  some  mistletoe  and  tell 
them  how  it  grows.  Lead  them  to  observe  any  animal 
life  they  can  find  related  to  the  tree,  as  squirrels,  birds, 
caterpillars,  etc.  Of  what  use  were  these  trees  and 
animals  to  Wulf?  To  us?  Teach  evaporation  and 
production  of  moisture,  from  the  experience  of  the 
children.  Have  the  children  observe  daily  tempera- 
ture and  position  of  the  sun.  In  connection  with  the 
city  water-supply,  study  the  pump.  With  physical 
environment  study  capillarity. 

The  children  should  begin  to  make  classifications  of  industries 
as  productive,  transforming,  exchanging;  and  of  products  as  to 
their  uses. 

(c)  Artificial. 

The  village.  Explain  its  plan  fully,  including  its 
government,  as  a  basis  for  the  work  of  the  children 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       191 

upon  their  own  city.  The  study  of  their  own  city 
should  be  made  here  as  fully  as  the  comprehension  of 
the  children  will  permit. 

The  ideal  here  is  Asgard,  the  dwelling  of  the  gods. 

(2)  The  House,  etc. 

Naming.  Arrangement,  quadrangle,  with  the  front 
facing  an  open  space  or  grass-plot,  the  whole  sur- 
rounded by  a  fence,  entered  by  a  gate.  Shingle  cov- 
ered and  tarred ;  iron  work ;  carved  doorways.  Hall 
or  sitting  room :  walls  hung  with  tapestry,  carvings 
on  walls,  hung  with  shields  and  weapons,  some  of  them 
inlaid  with  gold  and  silver;  used  for  feasts.  Dining 
room :  built  east  and  west ;  two  doors,  one  for  men, 
the  other  for  women  ;  benches  and  high  seats  of  honor 
for  the  table,  which  were  carved  and  cushioned,  and 
some  parts  painted ;  the  rnaster  sat  at  the  head  of  the 
table  with  his  wdfe  at  his  left;  furniture.  Sleeping 
rooms :  windows  open  or  covered  with  membrane ;  for 
upper  rooms  a  balcony  and  an  outside  stairway;  no 
chimneys,  an  open  hearth  on  the  floor,  with  turf 
(sometimes)  used  as  fuel.  Pantry  used  to  prepare 
food.     Straw  on  the  floors.     Keys. 

Food:  bread,  butter,  curds,  ale,  mead,  buttermilk, 
fish,  meat,  wild  fruits  (raspberry,  blackberry).  Drink- 
ing-horn, spoons  of  horn.  Vessels  of  silver,  bronze, 
clay,  glass.  Feasts,  women  sometimes  served.  Candles. 
Study  the  essential  elements  in  food. 

(3)  Family  Life. 

The  ideal  of  the  time  as  embodied  in  literature  is 
shown  in  the  story  of  Siegfried. 

The    father's   influence    is    paramount.     The   mother 


192  ORGANIC  EDUCATION. 

is   loved   and    honored.       Children    are   held   in   high 
regard.     Position  of  servants. 

2.  Comparison. 

Compare  (not  with  too  much  detail)  the  structure, 
soil,  and  climate  of  Germany  with  that  of  our  own 
section  of  America,  the  plants  and  animals  of  the 
two  regions,  noticing  their  adaptation  to  environment. 
Compare  Wulf's  village  with  Rome  and  with  our  own 
city.  Compare  a  home  of  Wulf's  time  with  one  of 
the  present  as  to  family  ties,  servants,  structure,  ma- 
terial, plan,  number  and  use  of  rooms,  provision  for 
heat  and  light,  protection,  beauty ;  adaptation  to  the 
climate,  environment,  habits  of  life,  etc. 

3.  Measure. 

Learn  the  origin  of  the  names  for  the  days  of  the 
week.  Measure  the  growth  of  plants,  the  length  of 
shadows,  the  amount  of  evaporation,  changes  in  tem- 
perature. Find  the  time  it  will  take  a  piece  of  wood 
or  a  boat  to  float  on  the  river  a  certain  distance. 
Measure  streets  and  blocks,  lots  and  houses.  Have 
the  children  find  the  size  of  the  house  and  lot  where 
they  live,  area,  perimeter.  Teach  the  rod,  square  rod, 
mile,  and  square  mile,  and  connect  with  farming  as  to 
origin ;  the  measuring  of  land,  by  lots,  blocks,  width 
of  street,  size  of  small  parks.  Measures  and  standard 
used  in  their  own  houses  as  to  lumber,  bricks,  glass, 
shingles,  paper,  plastering,  papering ;  for  lighting  of 
different  kinds,  for  heating;  food.  Cost  of  furniture 
by  sets  and  pieces,  tableware,  linen,  kitchen  utensils. 
Estimate  the  cost  of  the  cheapest  meal  containing  es- 
sential elements.     Estimate  the  number  of  dishes  and 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       193 

the  cost  of  food  for  a  children's  party.  Have  the 
children  tell  the  inventions  in  their  own  homes  that 
have  been  made  since  Wulfs  time. 

4.  Expression. 

Draw  a  map  of  the  country  about  to  show  slope ; 
draw  map  of  schoolroom  and  school  yard  to  scale. 
Draw,  mould,  paint,  describe  things  seen  in  the  parks, 
and  in  the  country  round  about.  Draw  trees,  flowers, 
and  animals  studied.  Draw  and  paint  leaves  and 
flowers,  mould  nuts.  Make  an  island  in  sand,  show 
its  relation  to  the  river.  Show  brook-basin  with  the 
water-parting,  in  the  sand.  Draw  forest,  meadow, 
marsh,  mountain.  Mould  mountain.  Draw  plan  of 
Wulfs  town,  and  show  its  general  features,  and  a 
map  of  our  own  city.  Have  the  children  make  a  play- 
house to  resemble  a  house  of  Wulfs  time,  and  one 
like  their  own,  furnish  them  with  appropriate  furni- 
ture, and  make  dishes  and  wagons,  by  drawing,  color- 
ing, making,  moulding,  carving,  whittling.  Invent  new 
designs.  Describe  and  play  scenes  to  illustrate  the 
home  life  of  each  period. 

Read  :  Whittier,  Barefoot  Boy. 

Celia  Thaxter,  Tlie  Robin. 

Schiller,  The  Rainbow,  ^Moon  and  Stars. 
Sing  :    The  Sing-away  Bird,  in  St.  Nicholas  Song  Booh 

The  Song  of  the  Robin. 
Pictures:  Rusdal,  Landscapes. 

IV.     School. 

1.   The  Story. 
(a)    Ideal. 
The  ideal  as   embodied  in  literature  may  be  shown 


194  ORGANIC  EDUCATION. 

in   the    story    of   Siegfried's   apprenticeship  to   Mimer. 
Picture,  The  Forging  of  Balmung,  Howard  Pyle. 

(b)  Facts. 

Warlike  exercises.  Athletic  games.  Learning  poetry, 
saga-telling,  riddles,  chess,  harp-playing,  runes.  Moral 
code.  Purpose,  to  preserve  a  strong  people  ready  for 
war,  and  for  social  life.  Custom  of  sending  children 
to  the  home  of  some  prominent  man  to  have  the  benefit 
of  the  education  of  his  sons. 

(c)  Nature- Study. 

Study  chalk,  and  graphite  (in  pencils),  where  found 
in  our  own  state,  and  how  obtained.  Processes  of  manu- 
facture. Study  iron  from  ore  to  making  of  steel.  Iron 
in  the  soil  as  source  of  plant  food  and  material  for 
paints.     Iron  in  the  human  body. 

2.  Comparison. 

Have  the  children  tell  the  differences  between  edu- 
cation then  and  now.  Try  to  have  them  understand 
what  school  is  for,  that  it  is  for  them,  that  what  they 
are  to  become  depends  largely  upon  what  use  they 
make  of   it,  that  school  should  help  them  every  day. 

3.  Measure. 

Any  measurement  growing  out  of  games,  feats  of 
strength,  skill,  time  occupied  in  different  kinds  of 
school  exercises,  time  out  of  school  spent  in  games. 
Teach  60  minutes  =  1  hour,  24  hours  =  1  day,  30  days 
=  1  month,  number  of  days  in  the  different  months, 
365  days  =  1  year.  Measurement  of  room,  of  pupils,  of 
points  in  the  weather  report. 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       195 

4.  Expression. 

Have  the  children  tell  the  story  of  the  German  boy's 
school,  illustrating  by  drawings.  Let  them  tell  riddles, 
and  devise  a  moral  code.  Have  them  make  up  sagas, 
telling  of  the  noble  deeds  they  have  seen,  or  of  which 
they  have  heard,  and  sing  songs  of  noble  deeds.  Have 
the  children  find  out  the  German  equivalents  for  some 
of  our  most  common  and  necessary  words ;  let  them 
determine  some  of  the  differences  in  idioms. 

Read  :  Longfellow,  The  Village  Blacksmith. 

Story  of  Sigmund,  from  Morrises  Sigurd  the  Volsung. 
Sing  :    Mozart,  The  Blacksmith. 

V.     Social  Life. 

1.  The  Story. 

(a)  Ideal. 

As  representing  ideals  of  'the  time  in  social  life,  read 
accounts  of  Siegfried's  visit  to  Regin,  and  Regin's 
playing,  of  Bragi  the  harper,  of  the  Feast  in  Aegir's 
Hall,  how  Brunhild  was  welcomed  home,  etc. 

(b)  Facts. 

Great  hospitality.  Feasts.  Preparation  of  halls. 
Entertainment:  poems,  sagas,  music  (harp  and  form  of 
violin),  toasts,  skalds.  Seating  of  guests.  Presents  to 
guests.  Servants,  service  of  women.  Festal  dress  of 
men  and  women.  Dishes  of  gold,  silver,  bronze,  glass, 
etc.  Chariots,  carriages,  horses,  candle-bearers  furnished 
by  host  to  take  the  guests  home. 

Games :  checkers,  riddles.     Falconry  and  hunting. 

2.  Comparison. 

Have  the  children  tell  of  their  own  social  pleasures, 


196  ORGANIC  EDUCATION. 

plays,  games,  entertainments.  Let  them  say  which 
they  like  best,  and  why ;  what  preparations  they  make  ; 
how  they  behave.  Do  they  try  to  make  others  enjoy 
themselves  ?  Have  we  any  customs  similar  to  those  of 
Wulf  s  time  ?  Compare  with  the  pleasures  of  Horatius 
and  of  others  before  him. 

3.  Measure. 

Materials,  amount,  and  cost  of  cake  for  a  children's 
party.  Of  lemonade.  Of  other  kinds  of  food  used. 
Cost  of  tickets  for  entertainments  for  the  children  of 
one  family.     Cost  for  a  family  to  go  to  a  picnic. 

4.  Expression. 

Copy  beautiful  designs  of  articles  used  by  people 
of  Wulf 's  time ;  vessels,  chairs,  embroideries,  fibulse, 
musical  instruments,  costume,  chariots.  Dress  dolls  for 
a  party,  arrange  play-house,  set  table,  make  and  carve 
furniture.  Describe  and  picture  a  social  scene  of 
Wulf's  time.  Tell  the  stories  they  told.  Sing  appro- 
priate songs. 

VI.     Industrial  Life. 

1.   The  Story. 

The  ideals  of  industrial  life  at  this  period  are  em- 
bodied in  the  stories  of  the  dwarfs,  who  are  the  great 
workmen.  Alberich's  Story  (in  Adventure  XV.,  Stori/ 
of  SiegfriecT)^  and  Siegfried's  forging  of  the  sword  Bal- 
mung,  and  the  Story  of  Riger,  should  be  read  in  this 
connection.  The  chiefs  of  this  mythical  age  did  not 
disdain  work,  but  they  never  wrought  from  the  desire 
for  gold,  but  rather  to  gain  power  and  the  means  to 
do  some  friendly  or  generous  act.      The  story  of  the 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       197 

Curse  of  Gold  is  especially  significant  in  this  connec- 
tion. 

Making  of  armor  and  weapons.  Agriculture  (rota- 
tion of  crops).  Goldsmith's  art  —  smith  held  in  great 
honor.  Glass-making.  Enamelling.  Weaving  —  great 
skill,  threads  of  gold  and  silver  interwoven.  Embroid- 
ery, beautiful  designs,  tapestry  (historical  subjects). 
Ship-building  (beautiful  sails).  Boats  for  war,  fishing, 
and  trade.  Salt  and  tar  making.  Bronze,  gold,  and 
silver  ring  money.  Insurance  companies  (show  prin- 
ciple). 

Nature-Study. 
Study  the  elements  of  glass  and  sequence  of  manu- 
facture of  glass  making.  Stud}^  woods  of  different 
kinds.  Why  did  the  Germans  and  why  do  people  of 
the  present  time  choose  certain  kinds  of  wood  for  cer- 
tain purposes? 

2.   Comparison. 

Compare  the  primitive  method  of  making  steel  with 
that  of  the  present  (in  essential  points  only). 

Why  not  wear  armor  now? 

Why  didn't  they  use  guns  then  ? 

Why  did  they  have  and  care  so  much  about  such 
beauty  and  variety  in  armor  and  weapons  ? 

How  could  they  wear  such  heavy  armor? 

Compare  weaving  then  and  now,  boats,  number  of 
occupations  at  that  time  and  in  ours.  Why  the  differ- 
ence? Take  the  occupations  represented  in  one  block 
in  your  city,  and  see  if  the  children  can  trace  any  of 
them  back  to  Wulf's  time.  Do  we  ever  have  such 
beautiful    harness    and    decorations    for    our    horses? 


198  ORGANIC  EDUCATION. 

When  ?     Would  you  rather  use  such  money  as  theirs  or 
ours  ?    Why  ?    Compare  German  with  Roman  industries. 

3.  Measure. 

Proportion  of  parts  in  making  steel  (teach  percent- 
age). Measure  used  in  weighing  gold.  Cost  of  orna- 
ments in  gold ;  cost  of  common  glassware  and  of 
beautiful  kinds  (such  as  Bohemian).  Why  the  differ- 
ence? Difference  in  size,  capacity,  and  rate  of  speed 
between  boats  then  and  now.  Length  of  fishing  voy- 
ages. Time  required  for  voyages  of  a  certain  length. 
Difference  in  time  required  for  weaving  then  and  now. 
Exact  measurements  used  for  all  articles  made  in  the 
expression  work. 

4.  Expression. 

Tell,  or  write,  and  illustrate  by  drawings  the  pro- 
cesses of  sword-making  and  of  boat-building.  Draw 
beautiful  vessels,  ornaments,  designs  for  swords,  em- 
broidery, boats.  Whittle,  carve,  or  paint  swords,  shields, 
and  boats.  Mould  and  decorate  vessels  of  beautiful  form. 
Make  a  loom.  Embroider.  Make  wagons,  chariots,  and 
a  "  dragon  "  boat.  Learn  words  from  the  German  lan- 
guage for  most  important  objects  and  industries. 

Read:.  Longfellow,  King  Olaf's  Return  (tenth  and  eleventh 

stanzas). 
Sing  :     There's  a  Ship  on  the  Sea,  St.  Nicholas  Song  Book. 

VII.     The  State. 

1.   The  Story. 

The  basis  of  government  at  this  period  was  the  idea 
of  individuality.  Every  free  man  was  entitled  to  follow 
the  leader  whom  he  chose  as  most  worthy.  Nothing 
but   nobility  could   gain   a  following.      Property  was 


THE   WORK  OF  THE  GRADES,  JiV  OUTLINE.       199 

earned  rather  than  inherited.  The  spoils  of  battle  were 
divided  according  to  the  part  each  had  borne  in  the 
fight.  Every  free  man  had  his  share  in  the  government. 
(Note  moot-courts,  landmarks,  etc.) 

2.  Comparison. 

The  freedom  of  Wulf  is  compared  with  that  of  Hora- 
tius  and  those  before  him. 

Such  questions  as  the  following  are  suggested :  — 

Could  Horatius  choose  his  leader  ?     Do  we  ? 

Who  else  had  this  privilege  among  the  boys  about  whom  we 
have  studied? 

Did  all  the  people  in  Rome  take  part  in  the  government  ? 

Were  there  serfs  and  slaves  in  Rome? 

Where  did  the  Romans  meet  to  decide  what  should  be  done  for 
the  people  ?     The  Greeks  ? 

Compare  the  German  moot-court  with  our  city  government  in 
essential  points. 

Do  we  divide  the  land  as  the  Germans  did? 

How  does  any  one  procure  land  now? 

Is  there  any  land  used  in  common  now  ? 

.To  whom  does  this  belong?    What  is  the  city  treasurer  for? 

Were  punishments  the  same  now  as  then  ? 

What  is  a  jail  for?     A  police  court? 

Have  the  people  as  much  to  say  about  what  shall  be  done  for 
all  now  as  then? 

Are  the  people  as  well  taken  care  of  ? 

What  things  are  owned  by  the  city  you  live  in  ? 

Why  do  we  have  firemen,  postmen,  etc.? 

Why  not  take  care  of  ourselves  ? 

3.  Measure. 

The  city  government  is  studied  with  especial  refer- 
ence to  the  number  of  people  required  to  transact  its 
business  —  councilmen,  policemen,  board  of  education, 
fire  department,  etc.     Time  of  holding  office. 


200  ORGANIC  EDUCATION, 

4.   Expression. 

The  children  show  by  telling,  drawing,  and  playing, 
the  ideas  they  have  gained  of  the  state  in  Wulf's  time 
and  the  present. 

Vni.     Religion. 

1.  The  Story. 

Stories  of  Odin  and  the  Creation.  The  tree  Ygdrasil. 
Asgard.     Valhalla.     Code  of  morality. 

The  teacher  should  read  for  herself  The  Hero  as  Divinity  in 
Carlyle's  Heroes  and  Hero  Worship. 

2.  Comparison. 

Compare  with  previous  religions  and  with  the  chil- 
dren's conceptions. 

3.  Expression. 

The  expression  will  be  shown  in  moral  character. 

Read:  Longfellow,   Tegner's   Drapa,  and  parts  of  the   Saga  of 
King  Olaf. 

Reference  Books : — 
Du  Chaillu,  Viking  Age. 
Morris,  Sigard  the  Volsung. 
Anderson,  Norse  Mythology. 
Green,  History  of  England  (Chap.  I.)- 
Tacitus,  Germania. 
Gummere,  Germanic  Origins. 
Gibbon,  Decline  and  Fall  of  the  Roman  Empire. 
Kingsley,  Roman  and  Teuton. 
Kemble,  Saxons. 
Guizot,  History  of  Civilization. 
Stubbs,  Constitutional  History  of  England. 
Baring-Gould,  Story  of  Germany. 
Adams,  Civilization  during  the  Middle  Ages. 
Beowulf. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       201 

Freeman,  Norman  Conquest. 
Lord,  Beacon  Lights  of  History. 
Baldwin,  Story  of  Siegfried. 
Andrews,  Ten  Boys. 

The  pictures  by  Howard  Pyle  in  Baldwin's  Siegfried  should  be 
shown,  those  in  Dippold's  The  Ring  of  the  Nibelung,  photographs 
from  Wagner's  Siegfried,  Hoffman's  and  Pixis'  pictures  of  Wag- 
ner's operas,  Schnorr  Von  Carolsfeld's  wall  pictures. 

Stobe,  Head  of  Valkyrie. 

The  Sleeping  Beauty's  Palace. 

Siegfried  awakens  Brunhild. 

Dielitz,  Woton's  farewell  to  Brunhild. 

Dielitz,  To  Walhalla. 

Howard  Pyle,  Siegfried  forging  the  Sword. 

Howard  Pyle,  Siegfried  and  the  Dragon. 

Dielitz,  Siegfried  and  the  Dragon. 

Constable,  The  Cornfield. 

Millet,  The  Rainbow,  Angelus. 

Landseer,  The  Monarch  of  the  Glen. 

Rosa  Bonheur,  On  the  Alert,  The  Xorman  Sire,  Ploughing. 

Herring,  Village  Blacksmith. 

Velasquez,  Tapestry  Weavers. 

GILBERT,  THE   FRENCH   BOY. 

Grade  B  3. 
Ages  of  children,  eight  to  nine  years. 
A.     ANALYSIS   OF   CHARACTER. 

In  the  child  of  this  period  altruistic  tendencies, 
his  desire  to  serve,  are  closely  intertwined  with  the 
spirit  of  adventure.  His  is  the  high  tide  of  life  that 
inevitably  makes  the  expression  of  noble  conceptions 
aggressive.  He  is  impatient  to  right  wrongs  at  once. 
He  is  not  willing  to  wait  for  growth  and  development. 


202  ORGANIC  EDUCATION. 

He  likes  to  pose  as  a  protector,  and  is  usually  not  re- 
luctant to  accept  the  glory  due  his  exploits.  He  has 
greater  patience  and  endurance  than  Wulf.  He  com- 
prehends to  some  extent  the  conditions  of  life  about 
him,  and  begins  to  recognize  more  clearly  the  inequali- 
ties of  society.  The  contrast  between  his  strength  and 
the  weakness  of  others  arouses  sympathetic  feelings  and 
impulses  of  helpfulness.  His  altruistic  ideal  manifests 
itself  in  greater  though tfulness  for  others  (politeness). 
The  beauty  of  goodness,  of  conduct,  of  appearances 
appeals  to  him.  The  impetuosity  which  often  led  to 
the  rudeness  of  Wulf  has  been  tempered  into  self-con- 
trol and  deference.  High  ideals  of  conduct  characterize 
him  in  all  relationships  and  especially  in  friendship. 

Read  selections  from  Tennyson's  Idylls  of  the  King,  Holy  Grail, 
etc.,  to  show  the  characteristics  of  a  true  knight,  Lowell's  Vision 
of  Sir  Launfal,  and  other  references  given. 

B.    ETHICAL    AIMS. 

Because  of  the  desire  of  children  of  this  age  to  pose 
as  protectors  for  those  weaker  than  themselves,  the 
chivalrous  impulses,  the  love  of  adventure,  the  sus- 
ceptibility to  high  ideals  and  the  tendency  to  supersti- 
tion, t)ie  ideals  of  media3val  chivalry,  are  the  rallying 
points  for  all  the  work  of  the  grade.  Of  these,  service 
stands  first,  and,  in  order  to  service,  worthiness,  which 
means,  specifically,  courage,  loyalty,  and  purity  in  heart 
and  life. 

C.    MATERIAL. 

The  ''  storm  and  stress  "  of  Wulf's  period  has  now 
become  somewhat  centralized  about  the  ideals  of  Chris- 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       203 

tianity.  The  Christian  conception  of  service  has  come 
in  to  furnish  an  outlet  for  the  superabundant  energies 
of  the  age,  and  to  satisfy  at  the  same  time  its  genuine 
aspirations  toward  nobility.  Gilbert  is  not  the  nega- 
tion, but  the  further  development  of  Wulf,  a  develop- 
ment focussed  upon  the  Christian  standard  of  life  as 
then  conceived. 

The  ideal  characters  for  this  period  are  Roland  and 
King  Arthur's  knights,  especially  Sir  Galahad,  who  is 
characterized  in  the  minds  of  the  children  by  the  couplet : 

"My  strength  is  as  the  strength  of  ten, 
Because  my  heart  is  pure." 

King  Arthur  is  known  by  the  description  :  — 

"  Who  reverenced  his  conscience  as  his  king ; 
Whose  glory  was,  redressing  human  wi'ong ; 
Who  spake  no  slander,  no,  nor  hstened  to  it ;  " 

and  the  Arthurian  ideal  of  knighthood  by  the  phrase:  — 
"  Wearing  the  white  flower  of  a  blameless  life." 

I,     Appearance. 

1.  The  Story. 

Ideals  of  personal  appearance  are  embodied  in  de- 
scriptions of  Roland  and  Charlemagne  in  Baldwin's 
Stori/  of  Roland,  and  in  the  pictures  of  Fra  Angelico. 
Description  of  Galahad  and  Siege  Perilous  in  Tenny- 
son's Holy  Grail. 

Read  :  The  Poet's  Tale  (Charlemagne),  Longfellow. 

Strong  bodies.  Manly  bearing  in  men,  graceful  bear- 
ing in  women.  Training  of  body  for  strength,  skill, 
grace. 


204  ORGANIC  EDUCATION. 

2.   Comparison. 

The  ideals  for  personal  appearance  in  chivalric  days 
are  compared  with  those  of  previous  periods  studied, 
and  with  those  of  the  present ;  the  appearance  of  Gil- 
bert with  that  of  the  type-characters  of  earlier  epochs, 
and  with  that  of  the  children  in  the  room,  as  to  strength 
and  grace,  fearless  but  kindly  expression,  military  bear- 
ing, and  courteous  conduct. 

8.   Nature-Study. 

Physiology. 

Value  of  physical  exercise  ;  habitual  positions.  Breath- 
ing (lungs),  eating  (teeth). 

4.   Expression. 

The  children  strive  for  grace  of  bearing,  for  fearless, 
kindly  facial  expression,  for  control  of  the  countenance, 
whatever  may  be  the  feeling,  for  beautiful  behavior, 
politeness,  thoughtfulness,  and  adaptability. 

II.    Clothing. 

1.  The  Story. 

Armor,  tunic,  cloak,  shoes,  purse,  hat  or  cap.  Silk, 
fur. 

Read  :  Description  of  Arthur  at  Camelot,  in  Elaine. 

Charlemagne,  in  the  Story  of  Roland. 
Pictures  illustrating  the  dress  of  the  period  are  found  in  — 
Kretschraer  and  Rohrbach,  Costumes  of  all  Nations. 
Le  Costume  Historique,  Vol.  III. 
Lacroix,  Manners,  Customs,  and  Dress  of  the  Middle  Ages. 

2.  Comparison. 

Compare  with  dress  of  former  periods.  Show  in- 
fluences of  both  Roman  and  German.     Compare  with 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       205 

the  present.  Which  shows  more  grace  in  design,  more 
pleasing  combinations  of  color  ?  Same  points  as  under 
study  of  Wulf. 

3.  Measure. 

Same  points  as  under  Wulf. 

4.  Expression. 

The  children  dress  dolls  to  show  the  dress  of  a  boy 
and  a  girl  of  Gilbert's  time  and  of  our  own.  They  copy 
pictures  showing  different  costumes. 

III.    Home. 

1.   The  Story. 

(1)   Environment. 

(a)  Physical. 

Temperate,  sunny  climate.  Mountains,  streams,  for- 
ests, vineyards.  Deer,  hawk,  eagle,  peacock,  heron. 
Rose,  fieur-de-lis.     Building  stone. 

Read  :  Tennyson,  The  Splendor  falls  on  Castle  Walls. 

Lowell,  The  Oak. 

Longfellow,  Flower-de-luce. 
Sing  :    Schubert's  The  Wanderer,  and  Winds  are  Breathing. 

(b)  Artificial  (with  Industrial  Life). 

The  community  within  the  walls  of  the  castle,  possi- 
bly a  village  and  a  monastery  near  the  castle.  Differ- 
ent occupations  carried  on  inside  and  without  the  walls. 
Cooperation  and  division  of  labor,  how  related  to  each 
other.  Hospital,  school,  chapel,  fairs  ;  peddlers  ;  roads  : 
bridges. 

Read:  Longfellow's  The  Builders  and  The  Castle-builder. 


206  ORGANIC  EDUCATION. 

(2)  House. 

(a)  Structure. 

Ideal  castles  on  the  Rhine.  Discuss  the  plan  of  the 
feudal  castle,  in  general  and  in  detail,  showing  its  re- 
lation to  its  environment  and  to  the  needs  of  the  times. 
Windows,  moat,  drawbridge,  and  wall  (purpose).  Heat- 
ing, lighting.  Bring  out  the  children's  ideas  as  to  the 
beauty  of  the  castle  architecture.  Show  pictures  of 
famous  castles.  Show  Warwick  Castle  and  one  of  the 
ducal  palaces  of  Venice,  studying  for  likenesses  and 
contrasts.  Read  the  description  of  Arthur's  Hall  from 
Tennyson's  Holy  Grail. 

Read  :  Scott,  Marmion,  from  the  line, 

"  My  castles  are  my  king's  alone,"  to 
"  Let  the  portcullis  fall ! " 

(A  plan  of  a  feudal  castle  is  to  be  found  in  Sheldon's  General 
History.) 

(b)  Furniture. 

Beautiful  carved  furniture,  tapestry,  etc. 

Pictures  of  the  interior  of  a  mediaeval  castle  and  its  furniture 
are  shown  in  Le  Costume  Historique,  Vol.  III. 

(c)  Food. 

The  description  of  the  feast  given  in  Chapter  II.  of 
the  Story  of  Roland  shows  the  ideals  of  the  time.  The 
following  points  should  be  covered:  Kinds  of  food, how 
served.  Duties  of  pages  at  meals.  Fine  pottery  and 
vessels  of  various,  kinds.  Courses.  Table  accessories, 
customs,  etc.     - 

(3)  Family  Life. 

Beautiful  family  relationships;  politeness,  service. 
Position  of  women.     Boys  proud  to  serve  their  parents, 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       207 

especially  the  mother.  Hospitality.  Duties  of  differ- 
ent members  of  the  household  community.  Servants. 
Pets :  horses,  dogs,  hawks. 

The  ideal  relationship  between  mother  and  son  is  that 
between  Roland  and  his  mother,  the  Lady  Bertha. 

Read  to  the  children  selections  from  — 
Dove  in  the  Eagle's  Nest,  Yonge. 
Tennyson,  Story  of  Gareth  (for  obedience). 
Sing  :  Lnllaby,  J.  G.  Holland,  in  St.  Nicholas  Song  Book. 
Mendelssohn,  Home-Sigh. 

2.  Comparison. 

Compare  Gilbert's  home  with  the  homes  of  all  pre- 
vious persons  studied.  Contrast  the  city  life  of  Darius, 
Cleon,  and  Horatius  with  this.  Compare  with  German 
village.  Difference  in  kind  of  leadership.  Carry  on 
work  begun  under  Wulf  on  our  own  city,  using  the 
simplicity  of  the  historic  period  to  explain  the  com- 
plexity of  this.  Compare  the  work  of  monks  in  farm- 
ing, building,  draining  swamps,  making  roads  and 
bridges,  with  such  work  now.  Compare  the  period  of 
Gilbert  with  that  of  other  type-characters  studied,  and 
with  our  own  as  to  family  ties,  relation  of  children  to 
parents,  structure  of  the  house,  food,  customs  at  table, 
etc. 

3.  Measure. 

Number  of  people  required  to  satisfy  the  ordinary 
wants  of  life,  number  to  supply  luxuries.  Compare  the 
number  of  people  tlien  needed  for  the  raising  of  grain, 
its  grinding  in  a  simple  corn-mill,  and  its  baking  in  the 
oven,  with  the  number  required  to  prepare  bread  for  us. 
Consider  the  standards  growing  out  of  the  necessary 


208  ORGANIC  EDUCATION. 

exchanges.  The  cost  of  measures  of  each  form  from 
grain  to  bread.  Equivalents ;  as,  an  acre  will  produce 
so  much  wheat,  a  bushel  of  wheat  so  much  flour,  a 
pound  of  flour  so  much  bread,  a  loaf  of  bread  costs  so 
much,  etc.  Take  other  occupations  in  the  same  way, 
as  time  permits.  Study  other  occupations  belonging  to 
the  period:  illumination  of  manuscripts,  mosaic  work, 
staining  glass,  painting,  frescoing,  carving,  enamelling, 
metal  work,  clock  making.  In  the  study  of  the  last 
named,  get  the  dimensions  of  the  wheels,  length  of 
pendulum,  measures  of  time.  Dimensions  of  river 
bridge.  Compare  with  those  of  the  bridges  on  the 
local  river.     Study  the  lever,  principle  of  a  fountain. 

4.   Expression. 

The  children  construct  the  environment  of  the  castle, 
physical  and  artificial,  by  means  of  sand,  blocks,  or  any 
appropriate  materials.  They  reproduce  the  life  of  the 
time  in  their  games.  Different  occupations  are  chosen 
by  different  children  and  each  acted  out.  They  build  a 
castle  of  blocks,  or  mould  it  in  clay,  draw  plan,  make 
play-castle  and  its  furniture.  Set  table  and  have  a  feast 
with  dolls  for  people.  Mould  dishes,  paint  design  for 
tapestry. 

Industrial  Life  is  included  in  the  study  of  the  home. 

IV.    School. 

1.   The  Story. 

Ideal  of  Lady  and  G-entleman, 
Training    for    knighthood:     page,    squire,    knight. 
Religious   training.     Training    in    courtesy.     Studies : 
reading,  writing,  number,  geography,  history,  literature, 


THE   WORK   OF  THE  GRADES,  IN  OUTLISE,       '209 

music,  alchemy.  Sources  of  learning :  manuscripts, 
travellers,  teachers.  Education  of  girls ;  heroic  girls. 
From  the  fact  that  many  people  of  that  time  could  not 
read  books  or  manuscripts,  show  how  art  grew  out  of 
the  necessity  of  communication. 

Read  :  Tennyson,  Sir  Galahad,  and  Morte  d' Arthur. 

2.  Comparison. 

Compare  the  education  of  Gilbert  with  that  of  the 
type-characters  in  former  periods,  emphasizing  the  pur- 
pose of  the  education  in  each  case.  Compare  the  pur- 
pose in  former  times  Avith  that  of  our  own  age.  Have 
the  children  tell  what  their  own  education  is  for. 

3.  Measure. 

The  children  measure  their  own  progress  in  knightly 
character  from  day  to  day,  not  comparing  themselves 
with  each  other,  but  with  some  ideal  knight,  whom  they 
choose  to  follow,  as  Sir  Galahad,  Sir  Launfal,  or  King 
Arthur. 

4.  Expression. 

The  children  tell  and  write  stories  of  their  favorite 
knights,  illuminating  their  manuscripts  and  drawing 
pictures  to  illustrate  them.  They  act  out  scenes  from 
the  careers  of  these  knights.  They  make  the  coat-of- 
arms  for  one  or  more  of  them.  They  carry  out  the 
idea  of  knights  and  ladies  in  school  and  earn  their  own 
promotions  from  page  to  squire.  They  elect  a  king  and 
queen  chosen  for  character,  and  have  the  ceremony  of 
knighting.  They  show  how  polite  they  can  be  to  each 
other  and  to  the  teachers,  the  boys  to  the  girls,  and  the 
girls  to  the  boys.    They  bring  in  reports  of  polite  things 


210  ORGANIC  EDUCATION. 

they  see,  and  try  to  be  polite  at  home,  in  company,  on 
the  streets,  in  public  places.  They  constitute  them- 
selves knight-err  ants,  keeping  themselves  pure  in 
thought,  word,  and  deed,  seek  everywhere  and  always 
to  right  wrongs,  to  defend  the  helpless  and  oppressed, 
yet  with  courtesy  even  to  foes,  to  assist  those  younger 
and  weaker  to  whom  they  can  give  help  (particularly 
brothers  and  sisters  at  home),  and  to  master  all  un- 
worthy feelings. 

The  teacher  should  in  this  grade  pay  as  little  attention  as  pos- 
sible to  the  negative  side,  but  lay  emphasis  upon  positive  ideals 
and  attainments.  She  should  impress  the  idea  that  no  task  is  too 
small  for  a  true  knight  if  only  it  be  really  helpful  to  other  people, 
and  enlist  them  in  crusades  against  the  littering  of  the  streets  with 
papers,  the  careless  throwing  of  fruit-skins,  etc.,  upon  the  sidewalks, 
and  similar  common  abuses. 

Read:  Longfellow,  The  Children's  Crusade.  (Part  I,  stanzas 
1-4  and  Part  n.) 

V.     Social  Life. 

The  material  upon  this  point,  both  real  and  ideal,  is  gained 
from  the  general  references  already  given,  especially  from  the 
story  of  Roland  and  Oliver,  as  the  ideal  of  friendship,  and  for 
ideals  of  feasting  and  merriment,  the  description  of  English 
Christmas  festivities  of  this  period  in  Marmion,  Introduction  to 
Canto  VI. 

1.  The  Story. 

Brothers  at  arms.  Banquets :  minstrels,  troubadours, 
games,  stories.  Tournaments.  Hunting  parties.  Hos- 
pitality.    Festal  dress  and  customs. 

2.  Comparison. 

The  past  and  present  ideas  of  social  life  are  compared 
in  detail  with  those  of  chivalric  days.     Compare  the 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       211 

friendship  of  Roland  and  Oliver  with  that  of  Damon 
and  Pythias,  of  David  and  Jonathan,  and  of  Hiawatha 
and  his  two  friends. 

Read  :  Finding  of  the  golden  crown,  in  Tennyson's  Elaine. 
Description  of  the  tournament  at  Camelot. 

3.   Expression. 

The  children  tell,  write,  picture,  and  act  out  scenes 
illustrating  the  social  life  of  the  feudal  period  and  of 
our  own.  They  imitate  the  stately  courtesies  and  lan- 
guage of  Gilbert's  time.  They  learn  French  words  and 
phrases  in  common  use  and  words  of  French  origin  in 
our  language. 

Sing:  The  Minuet,  St.  Nicholas  Song  Book. 
Mendelssohn,  Cradle  Song. 
A  Lullaby,  St.  Nicholas  Song  Book. 
Schubert,  Serenade. 

VI.     The  State. 

1.  The  Story. 

The  idea  of  cooperation  at  the  basis  of  feudalism. 
Services  rendered  by  each  class  to  each  other.  The 
administration  of  justice,  etc. 

Read  :  Marmion,  Canto  V,  Section  VI. 

2.  Comparison. 

Compare  the  bond  of  social  union  in  the  age  of  feu- 
dalism with  that  of  Wulf's  time  and  of  our  own.  Note 
differences  in  the  administration  of  justice  from  one  age 
to  another. 

3.  Expression. 

The  children  copy  pictures  showing  the  characteristic 
dress,  attitude,  and  services  of  the  different  classes  in 


212  ORGANIC  EDUCATION. 

the  feudal  state.     They  play  games  based  upon  their 
ideas  of  the  state  of  feudal  society. 

The  teacher  should  notice  whether  all  the  children  wish  to  be 
either  the  lord  or  the  lady  of  the  castle.  If  so,  she  may  conclude 
that  the  idea  of  cooperation  has  not  yet  been  sufficiently  assimilated. 

VII.    The  Church. 

1.   The  Story. 

The  religious  ideal  of  service  is  embodied  not  only  in 
the  social  structure  of  the  period,  but  in  its  pictures  (as 
an  attempt  to  serve  the  ignorant  masses  who  could  not 
read),  and  in  the  faithful,  sometimes  lifelong,  work 
bestowed  upon  the  cathedrals,  their  carving,  painting, 
frescoing,  mosaics,  and  stained  glass.  Every  small 
detail  was  wrought  into  perfection,  as  a  religious 
service. 

Pictures:  Angels,  from  Madonna  and  Saints  by  Fra  Angelico. 
Uffizi,  Florence. 
Tell  the  stories  of  — 
The  Legend  Beautiful,  by  Longfellow. 
The  Legend  of  St.  Christopher. 

Stories  from  the  life  of  Jesus  as  a  historic  character.  (These 
stories  should  be  familiar,  in  order  to  an  understanding  of  the  art 
of  the  period.) 

Study  cathedrals  of  Amiens  and  Rheims.  (See 
Cathedrals  of  the  World,  Allen.)  Trace  the  evolution 
of  the  cathedral  from  the  buildings  of  Greece  and  Rome. 
Show  the  influence  of  other  peoples,  as  in  St.  Mark's. 
In  the  study  cf  the  cathedral  notice  the  beautiful  win- 
dows, doors,  spires,  bell-towers,  flying  buttresses,  sculp- 
ture, frescoes,  mosaics,  rounded  and  pointed  arches, 
gargoyles.     Show  symbolism  in  the  structure.     Organs : 


THE   WORK  OF  THE  GRADES,  IN    OUTLINE.       213 

study  to  get  principle  of  the  instrument.  Study  the 
lives  of  Handel  and  Bach.  Monks :  their  benefit  to 
their  own  time  and  in  preservation  of  things  of  value 
to  the  present.     Life,  dress,  home.     Crusades. 

Read  :  Bryant,  Forest  Hynm. 

Sing  :     Gounod,  Ave  Maria.     (The  words  need  not  be  used,  unless 

the   teacher  wishes.      The  air  alone  may  be  sung  by 

the  children.) 

2.  Comparison. 

The  religious  ideal  of  feudalism  may  be  compared 
with  those  of  the  past  and  of  the  present,  especially  as 
regards  its  relations  to  everyday  life.  Compare  the 
decoration  of  Greek  and  Roman  temples  with  the 
decoration  of  cathedrals.  Compare  cathedrals  with 
modern  churches  known. 

3.  Measure. 

Measures  growing  out  of  study  of  cathedrals  in  whole 
and  in  parts,  for  definiteness  of  idea.  Time  and  num- 
bers connected  with  the  crusades.  Measurements  grow- 
ing out  of  the  study  of  the  organ. 

4.  Expression. 

Build  cathedrals  of  blocks,  mould  them  in  clay. 
Draw  and  describe  one  in  particular,  as  Amiens  cathe- 
dral. Copy  the  designs  used  in  its  decorations  by 
means  of  sticks,  tablets,  rings,  etc.,  drawing  and  paint- 
ing.    Invent  new  designs. 

Read  :  Longfellow,  ^ly  Cathedral,  and  The  Statue  over  the  Cathe- 
dral Door. 

Picture  :  l^icture  of  statue  of  St.  Christopher  at  Cologne. 


214  ORGANIC  EDUCATION. 

Reliefs  Suggested  :  — 

Donatello,  Angels  with  musical  instruments,  from  altar-piece  in 
Church  of  San  Trovasso,  Venice. 

Donatello,  Angels  adoring. 

Donatello,  Christ  and  St.  John. 

Delia  Robbia,  Boys  and  girls  singing  and  playing  on  musical 
instruments,  in  Museum  of  Santa  Maria  del  Fiore,  Florence 
(seven  pieces). 

Delia  Robbia,  Madonna  from  Hospital  of  Innocents,  Florence. 

Reference  Books: — 

Andrews,  Ten  Boys. 

Baldwin,  Story  of  Roland. 

Tennyson,  Idylls  of  the  King. 

Wiethase,  Der  Dom  zu  Koln. 

Liibke,  History  of  Art. 

Allen,  Great  Cathedrals  of  the  World. 

Larned,  Churches  and  Castles. 

Lovett  and  Green,  French  and  German  Pictures. 

Norton,  Church  Building  in  the  Middle  Ages. 

Rosengarten,  A  B  C  of  Gothic  Architecture. 

Carroyer,  Gothic  Architecture. 

Turner,  History  of  Architecture. 

Lacroix,  Manners  and  Customs  of  the  Middle  Ages. 

Bulfinch,  Age  of  Chivalry. 

Brooks,  Chivalric  Days. 

Scott,  Tales  of  Chivalry. 

Malory,  Morte  d' Arthur. 

Farrington,  King  Arthur. 

Hanson,  Stories  from  King  Arthur. 

Southey,  Chronicles  of  the  Cid. 

Karpeles,  AUgemeine  Geschichte  der  Litteratur. 

Harrison,  Meaning  of  History. 

Pyle,  Men  of  Iron. 

Lanier,  The  Boy's  Percy. 

Lanier,  The  Boy's  Froissart. 

Lanier,  The  Boy's  King  Arthixr. 

Hallam,  Middle  Ages. 


THE   WORK  OF   THE   GRADES,  IN    OUTLINE.       215 

Adams,  ^Mediaeval  Civilization. 

Muloch,  The  Little  Lame  Prince. 

Pugin,  Gothic  Oi-naments. 

Statz  and  Ungewitter,  Gothic  Model  Book. 

Guizot,  Plistory  of  Civilization. 

Hunnewell,  Historical  Monuments  of  France. 

Singleton,  Towers,  Turrets,  and  Steeples. 

Pictures : — 

Watts,  Galahad. 

Abbey,  Quest  of  the  Holy  Grail.     Boston  Public  Library. 
Fra  Angelico,  Angels.     Cloister  San  Marco,  Florence. 
Raphael,  St.  George.     Louvre. 

Guido  Reni,  St.  Michael.     Church  of  the  Capuchins,  Rome. 
Guido  Reni,  St.  Sebastian. 
Corot,  Landscapes. 
Burne  Jones,  Holy  Grail  Series. 
Andrea  del  Sarto,  Head  of  John. 
Leonardo  da  Vinci,  Last  Supper. 
Titian,  St.  Christopher. 

Statue  of  St.  Christopher,  Cologne  Cathedral. 
Carlo  Dolci,  St.  Cecilia. 

Strudvvick,  Elaine  watching  the  Shield  of  Lancelot. 
Velasquez,  Prince  Charles  in  Armor. 

Abbey's  illustrations  of  the  story  of  the  Holy  Grail  (in  the 
Boston  Public  Library). 


COLUMBUS. 
Grade  A  3. 

Ages  of  children,  nine  to  ten  years. 
A.     ANALYSIS   OF   CHARACTER. 

The  child  of  this  period  craves  a  broader  experience. 
He  loves  adventures  and  experiments.  His  outgoing 
vitality  demands  something  beyond  the  commonplace. 


21(3  ORGANIC  EDUCATION. 

Such  a  spirit  seems  to  be  in  general  characteristic  of 
a  certain  period  in  the  history  of  the  child,  following 
the  period  of  chivalric  impulses  and  the  first  ideals  of 
service.  These  ideals  of  service  are  to  some  extent 
realized,  and  through  their  realization  the  child  becomes 
conscious  of  broader  opportunities  for  more  adequate 
service.  His  knowledge  has  increased,  so  that  his  out- 
look is  wider,  and  his  courage  and  determination  have 
grown  through  his  chivalric  training,  until  he  can  fol- 
low a  slender  possibility  with  undaunted  mind,  to  the 
heights  of  successful  realization.  He  is  a  practical 
idealist. 

As  a  parallel  study  in  idealism  and  courage,  the  character  of 
Joan  of  Arc  is  attractive.  Fremiet's  statue ;  Maillart's  and 
Lepage's  pictures,  Joan  of  Arc  listening  to  Angel  Voices ;  Joan  of 
Arc  before  the  Shrine,  by  Mme.  de  Chatillon ;  and  the  pictures  in 
Personal  Recollections  of  Joan  of  Arc,  by  Mark  Twain  (Harper's 
Magazine),  may  be  used. 

The  story  of  Dante's  Divine  Comedy  may  be  used  in  this  grade, 
as  to  its  main  outlines  at  least.  Its  symbolism  will  be  found 
attractive  to  the  children  at  this  period,  and  may  be  used,  both 
negatively  and  X30sitively,  to  inculcate  moral  lessons. 

This  is  a  period  of  art  renaissance,  and  the  famous  pictures 
should  be  freely  used,  particularly  those  of  Leonardo  da  Vinci, 
Michael  Angelo,  and  Raphael.  In  the  study  of  these  pictures  the 
supremacy  of  the  spiritual  over  the  physical  should  be  noted. 

B.     ETHICAL   AIMS. 

This  is,  more  than  any  other  age  in  childhood,  the 
age  of  intelligent  speculation  leading  to  experiment, 
The  knowledge  of  the  child  gives  him  the  data  for  com- 
paratively wide  excursions  of  thought,  and  these  should 
be  encouraged  rather  than  repressed.     Later  the  child  is 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       217 

more  conscious  of  his  limitations,  and  will  not  attempt 
what  is  now  undertaken  with  enthusiasm  and  patience. 
But  he  should  be  led  always  when  possible  to  subject 
his  speculations  to  the  test  of  actual  experiment,  risk- 
ing something  upon  the  experiment  if  necessary.  He 
should  learn  to  rely  upon  himself,  to  use  his  own  judg- 
ment, and  to  be  persevering  in  following  out  an  idea. 
The  industrial  spirit  begins  to  be  prominent  here,  and 
should  be  directed  into  right  channels. 

C.     MATERIAL. 

The  age  of  Columbus  is  a  natural  outgrowth  from  the 
age  of  feudalism  and  chivalry.  Chivalric  enterprises, 
the  crusades,  etc.,  had  brought  men  into  closer  contact 
and  made  the  world  smaller.  The  result  was  a  reach- 
ing out  in  all  directions  for  new  and  larger  opportuni- 
ties for  service.  Columbus  is  the  best  type  of  this 
aggressive,  out-pushing,  courageous,  intelligent,  and 
determined  spirit  that  characterized  in  all  lines  the 
fifteenth  century. 

I.    Appearance. 

1.  The  Story. 

A  photograph  should  be  shown  of  the  statue  of  Co- 
lumbus in  Genoa,  of  The  Boy  Columbus  in  the  Boston 
Art  Museum,  of  Canova's  Columbus,  of  Columbus  at 
the  Convent,  and  of  Riffenstein's  Columbus  and  the 
Egg.  Courage,  determination,  and  intelligence  are 
shown  in  the  face  and  bearing  of  Columbus.  The  de- 
scription of  his  personal  appearance  should  be  read 
from  Irving's  Columbus. 

2.  Comparison. 

Study  of  individuals,  statues,  pictures,  etc.,  to  find 


218  ORGANIC  EDUCATION. 

those  which  show  the  characteristics  of  Columbus. 
Have  children  "  read  faces."  Inculcate  idea  that  the 
body  expresses  the  character  of  the  individu 

3.  Measure. 

Proportion  of  parts  of  the  body.  Make  measure- 
ments as  a  preparation  for  drawing.  Measure  of  stat- 
ues, pictures,  etc.,  by  the  best  artists,  to  find  proportions 
used. 

4.  Expression. 

Exercises  to  secure  alertness,  precision,  confident  car- 
riage of  body.  Describe,  draw,  paint,  or  model  statues, 
figures  from  famous  paintings,  relief-work,  and  children 
in  the  room. 

Read  :  The  story  of  Columbus  in  Eggleston's  Primary  History. 
II.     Clothing, 

1.   The  Story. 

(a)  Ideals  and  Facts. 

The  ideals  of  the  time  will  be  found  in  the  pictures 
of  the  great  artists  of  the  period. 

Pictures  and  statues  of  Columbus  should  be  freely 
used.  For  details  of  the  dress  of  the  period,  Le  Cos- 
tume Jlistorique^  and  Lacroix's  Marmers.,  Customs  and 
Dress  of  the  Middle  Ages.,  will  be  found  useful.  The 
use  of  cosmetics,  perfumes,  wigs,  attention  to  the  toilet, 
cleanliness,  individuality  of  fashions,  etc.,  should  be  es- 
pecially noted. 

(b)  Nature- Study. 

The  duty  of  attention  to  dress  and  toilet  may  be  dis- 
cussed under  this  head.     To  introduce  the  study  of  the 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       219 

skin,  the  story  may  be  told  of  the  boy  who  was  gilded 
to  take  part  in  a  procession,  and  died  as  a  result  of  the 
process.     The  use  of  cosmetics  may  be  treated  here. 

(c)  Processes  and  Inventions. 

The  processes  of  perfume,  lace,  and  velvet  making  are 
studied. 

2.  Comparison. 

The  dress  of  the  Columbus  period  is  compared  with 
that  of  previous  times  and  with  the  present. 

3.  Measure. 

The  clothing  of  this  epoch  is  compared  with  that  of 
our  own  by  means  of  number  as  to  the  cost  of  material, 
cost  of  transportation,  difference  through  use  of  machin- 
ery, etc. 

4.  Expression. 

Dress  dolls  to  show  dress  of  Columbus  as  a  boy,  and 
as  a  man  ;  a  doll  to  show  the  dress  of  his  sister ;  to  show 
Spanish  dress. 

Read:  From  Stories  of  Industry  (Educational  Publishing  Co.) 
ou  clothing. 

III.    Home. 

1.   The  Story. 

(a)  Ideals  and  Facts, 
(1)  Environment. 
(a)    Physical. 
The  love  of  nature  during  this  period  as  indicated  in 
the  lyric  poetry  should  be  emphasized,  and  characteris- 
tic  bits  of   nature  description    read.     The  lands    that 
Columbus  saw  should  be  noted,  and  attention  called  to 


220  ORGANIC  EDUCATION. 

the  fact  that  the  environment  of  the  individual  has  now 
broadened  to  include  a  large  part  of  the  world.  Moun- 
tains, plains,  hills,  seas,  gulfs,  semi-tropical  vegetation, 
warm  climate,  belong  to  the  experience  of  Columbus. 
Generalizations  may  now  be  made  on  the  forms  of  land 
and  water. 

(b)  Artificial. 

Time  of  great  cities  —  something  of  Genoa,  Venice, 
Lisbon  (compare  Avith  our  own  city).  The  Moors, 
Alhambra.  Botanical  gardens,  landscape  gardening. 
Collections  of  animals.  Beautiful  buildings :  guild- 
halls, cathedrals,  city  halls,  statues,  fountains,  palaces, 
monasteries,  pictures,  stained  glass.  Influence  of  Greek, 
Roman,  and  Moorish  art.  Gothic  arch,  universities. 
Wars  and  leagues  between  cities.  Warehouses  in 
Genoa.  Campo  Santo,  narrow  streets,  walls,  washing- 
places. 

As  Columbus  extended  the  boundaries  of  his  knowl- 
edge, as  he  wished  to  see  and  know  other  places  and 
countries,  so  have  the  children  extend  the  boundaries 
of  their  knowledge.  After  studying  their  own  city, 
study  the  township,  county,  state.  Let  each  contribute 
his  knowledge  of  any  place  or  region  of  which  he 
knows. 

(2)   House. 

(a)  Structure. 
Supposed  home  of  Columbus  in  Genoa  and  in  Lisbon 
(ideal  of  the  time— country  villa).  Improvements 
over  former  period;  chimney,  use  of  glass,  soft  beds, 
carpets,  bedroom  furniture,  sideboard,  clocks  ;  artistic 
forms  in  all  articles. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       221 

(b)    Furniture,  (c)  Food. 
Find  materials  from  references  given,  and  treat  as  in 
previous  grades. 

(3)    Family  Life. 

Trving's  Oolumhus  and  Burckhardt's  Civilization  of 
the  Benaissance  will  furnish  the  desired  material. 

Early  independence  of  family  protection  and  care. 
Domestic  economy  of  home  highly  develox3ed.  Out- 
door life. 

(b)  Nature- Study. 

Select  for  study  some  of  the  semi-tropical  fruits 
known  both  to  Columbus  and  to  the  children,  such 
as  oranges,  lemons,  bananas,  etc.  The  plants  may  be 
found  at  a  florist's,  where  the  children  may  study  their 
life-history.  The  children  should  learn  some  of  the 
best-known  constellations  (study  the  life  of  Copernicus 
and  Kepler).  By  observation  through  the  term,  deter- 
mine the  effect  of  the  sun's  position  on  temperature. 
The  plants,  minerals,  and  animals  of  the  state  should 
be  studied. 

In  connection  with  the  study  of  plants  and  animals,  the  pro- 
tective and  attractive  coloring  should  be  noted. 

(c)  Processes  and  Inventions. 

The  telescope.     Study  life  of  Galileo. 

Review  study  of  pendulum,  velocity  of  falling  bodies. 

2.   Comparison. 

Comparison  should  be  made  in  detail,  wherever  it 
will  be  of  value  in  bringing  out  the  progress  made. 
The  emphasis  of  the  work  should  be  on  tlie  study  of 
the  children's  own  city,  county,  and  state,  and  a  thor 


222  ORGANIC  EDUCATION. 

ough  study  of  these  made.       The  children's  concepts 
will  be  made  clearer  through  the  comparisons. 

3.  Measure. 

Facts  to  make  clear  any  points  in  the  physical  or 
artificial  environment,  to  give  ideas  of  size,  capacity, 
velocity,  value,  temperature,  distance,  time,  produc- 
tiveness. 

4.  Expression. 

The  children's  ideas  about  the  home  and  environ- 
ment of  Columbus  and  of  their  own  are  expressed 
by  means  of  maps,  diagrams,  pictures,  description, 
moulding,  making,  painting. 

Read  about  Kepler,  Galileo,  and  Copernicus,  in  The  Storyland 
of  Stars,  by  Mara  L.  Pratt. 

Read  also  Marco  Polo's  Travels,  Shelley's  The  Cloud,  Tenny- 
son's The  Throstle. 

Sing  :  Italy,  and  On  Wings  of  Song  I'll  Take  Thee,  by  Men- 
delssohn. 

IV.    School. 

1.   The  Story. 

The  broadening  of  education  from  the  revival  of 
learning  and  from  the  recent  discoveries  of  Marco 
Polo  and  others.  Geography,  geometry,  and  astron- 
omy were  the  favorite  studies,  because  of  their  bear- 
ings upon  nautical  affairs.  The  invention  of  printing 
and  of  paper  had  now  begun  to  increase  the  number 
of  books.  The  art  of  the  time  had  its  effect  upon 
education. 

The  children  should  become  thoroughly  familiar  with  the  art 
of  the  period,  and  with  the  main  outlines  of  the  lives  of  its  chief 
artists. 

The  stories  of  Gutenberg  and  of  Bacon  should  be  used. 


the  work  of  the  grades,  in  outline.     223 

2.  Comparison. 

A  comparison  may  be  drawn  in  detail  between  the 
schools  of  Columbus's  time  and  those  of  the  present. 

Some  such  questions  as  the  following  are  suggested :  — 

Of  what  advantage  will  what  you  are  learning  be  to  you? 

You  are  learning  some  of  the  many  things  Columbus  did,  but 
many  more.    Are  you  going  to  use  your  knowledge  to  help  others? 

It  is  possible  there  are  other  continents  to  discover,  but  there 
are  things  that  will  help  the  world  even  more  than  new  continents. 
The  more  you  help  the  world,  the  more  you  help  yourself. 

Of  what  improvements  do  you  know  since  the  time  of 
Columbus  ? 

How  can  one  part  of  the  world  help  another  as  it  could  not 
then  ? 

Have  you  as  much  courage  as  Columbus  had? 

What  gave  him  so  much  courage? 

3.  Expression. 

Making  of  maps  and  charts  of  the  home  environment, 
county  and  state.  Some  Italian  and  Spanish  words 
may  be  taught,  especially  such  as  furnish  us  with  de- 
rived or  adopted  expressions. 

V.     Industrial  Life. 

1.  The  Story. 

Effect  of  recent  application  of  compass  to  sailing. 
Commerce.  Rivalry  of  cities.  Fairs.  Guilds,  as  an 
expression  of  idea  of  cooperation.  Invention  of  print- 
ing and  of  process  of  paper  making  from  linen.  Pro- 
cess of  engrjiving,  of  oil  painting,  of  decorating 
pottery.  Musical  instruments.  Study  the  magnet 
and  the  compass. 

2.  Comparison. 

Show  advancement  made  alono-  the  lines  of  the  dif- 


224  ORGANIC  EDUCATION. 

ferent  inventions  mentioned.  The  children  should  see 
the  working  of  a  modern  printing-press,  the  process  of 
paper  making,  of  engraving,  and  any  other  processes 
mentioned  that  are  carried  on  in  the  community.  The 
children  should  be  led  to  see  the  advantages  they  en- 
joy through  these  inventions.  They  should  compare 
the  cooperation  of  the  guilds  with  the  competition  of 
to-day,  to  the  end  that  they  may  care  more  for  co- 
operation than  competition.  Compare  the  fairs  with 
the  stores  of  the  present. 

3.  Measure. 

Use  of  facts  reduced  to  the  exactness  of  number 
(some  of  which  may  be  expressed  in  the  form  of  per- 
centage) to  show  the  progress  made,  and  to  show  their 
value  in  our  present  civilization  in  printing,  paper 
making,  engraving,  pottery,  travel  by  water,  and  means 
of  communication  of  different  kinds.  Number  of  per- 
sons who  are  engaged  in  these  occupations  (newsboys). 
The  children  should  learn  the  square  mile,  degree,  cubic 
foot. 

4.  Expression. 

Make  models  of  the  boats  of  Columbus  and  make 
or  show  one  of  a  modern  steamship,  and  compare  to 
see  how  much  more  dangerous  an  ocean  voyage  was 
then  than  now.  Show  use  of  plant  and  animal  life 
in  decoration,  then  let  the  children  make  designs  of 
their  own  from  conventionalized  forms.  Experiment 
with  printing,  engraving,  and  pottery,  with  concave 
and  corivex  glasses,  and  with  making  pendulums. 
Trace  by  means  of  pictures  and  descriptions  the  evo- 
lution of  the  different  inventions  of  this  period  as  they 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       225 

have  known  them  in  the  epochs  before.  For  example, 
Hiawatha's  picture  writing,  the  Persian,  Greek,  Roman, 
mediaeval  writing. 

Read:  Longfellow,  The  Builders,  The  Old  Clock  on  the  Stairs, 
and  The  Building  of  the  Ship. 

Whittiev,  Tlie  Shoemaker. 

Whittier,  The  Frost  Spirit. 

LongfeUow,  The  Windmill. 

Tennyson,  Break!  Break!  Break! 
Sing  :  There's  a  Ship  on  the  Sea,  St.  Nicholas  Song  Book, 


VI.     Social  Life. 

1.   The  Story. 

So  many  people  living  in  each  house,  and  the  houses 
so  close  together  that  people  had  a  neighborly  feeling 
for  each  other.  Much  outdoor  life  also  resulted  from 
cramped  quarters.  Great  f^irs,  processions,  plays  (mys- 
teries from  the  sacred  history,  and  comedies,  for  which 
the  subjects,  costumes,  masks,  etc.,  were  arranged  by 
artists).  Music:  vocal  solos  and  quartettes,  orchestra, 
etc.  Ball-playing.  At  social  gatherings  conversation, 
rather  than  story-telling,  less  eating  and  drinking  than 
in  former  times,  courtly  speech  and  polished  manners, 
individuality  in  dress  and  accomplishments.  The  idea 
of  caste  less  strong  than  formerly;  education  the  test 
for  good  society.  Sense  for  shades  and  tints  of  color 
very  acute.     Beauty  in  all  decorations  and  furnishings. 

In  social  life  at  this  age  music  was  exceedingly  prominent,  and 
should  be  emphasized  in  the  work  of  the  grade.  The  music 
used  should  be  drawn  from  the  best  composers.  The  following 
songs  are  suggested  :  — 

Von  Weber,  The  Boat  Song.     Franklin  Square,  No.  1. 


226.  ORGANIC  EDUCATION. 

Pippa's  Song  (Browning),  air,  Lohengrin. 

Schubert,  Hark,  Hark,  the  Lark. 

Schumann,  Slumber  Song  (air). 

Schubert,  The  Traveller's  Evening  Song.  Franklin  Square, 
No.  6. 

Sweet  and  Low. 

Wagner,  Prize  Song  from  The  Meistersinger  (air). 

Photographs  both  of  Carlo  Dolci's  and  of  Raphael's  St.  Cecilia 
may  be  shown  here.  (See  Munsey's  Magazine,  July,  1895,  for  an 
article  entitled  The  Patron  Saint  of  Music.) 

Angels,  by  Fra  Angelico.  Singing  Angels  from  Raphael's 
Madonna  del  Baldacchino.  Reliefs  by  Donatello  and  Delia  Robbia 
mentioned  for  former  period  may  also  be  used  here;  also,  by 
Donatello,  Cherubs  from  San  Antonio  altar,  Padua. 

2.  Comparison. 

Compare  the  social  life  of  this  period  with  that  of 
previous  epochs  and  the  present. 

3.  Measure. 

Study  of  musical  instruments  to  get  principles  of  con- 
struction. Show  by  measurements.  Mixing  colors  in 
certain  proportions  to  get  shades  and  tints. 

4.  Expression. 

Act  out  stories  studied.  Solos,  duets,  and  quartettes 
of  children  to  entertain  the  school.  Repeat  poems 
learned,  tell  stories  studied. 

VII.    The  State. 
1.   The  Story. 

Genoa  free.  King  and  queen  in  Spain.  Elective 
principle,  representative  assemblies.  Growth  in  free- 
dom as  to  classes.  Effect  of  the  invention  of  gun- 
powder. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       227 

2.  Comparison. 

Compare  with  the  past  and  present.  Have  the  chil- 
dren learn  as  much  as  they  are  able  of  our  own  city 
government. 

3.  Expression. 

Have  the  children  show  by  description,  drawings, 
etc.,  what  their  ideas  are  of  the  different  forms  of  gov- 
ernment familiar  to  Columbus ;  of  our  own  government. 

Read  :  Longfellow,  The  Bell  of  Atri. 
Sing  :     Star  Spangled  Banner. 

America. 

Columbia,  the  Gem  of  the  Ocean. 

VIII.    The  Church. 

1.  The  Story. 

Religious  basis  of  art.  Cathedrals  in  Pisa  and  Venice. 
Pictures,  decorations,  plays,  processions,  ceremonials, 
miracle  plays.  Music.  Religious  zeal  of  Columbus. 
Different  ways  in  which  this  affected  his  life  (marriage. 
La  Rabida,  ideas  of  geography  and  astronomy,  etc.). 
Dante's  Divine  Comedy  should  be  used,  as  to  its  car- 
dinal points,  in  this  connection. 

Show  photographs  of  Guido  Reni's  St.  Sebastian  and  St.  Michael, 
Raphael's  Transfigm-ation  and  Deliverance  of  St.  Peter,  Leonardo 
da  Vinci's  Last  Supper,  Michael  Angelo's  ceiling  of  the  Sistine 
Chapel  and  Last  Judgment.  Contrast  the  idea  embodied  in  the 
last  named,  with  that  expressed  by  the  Greek  and  German  con- 
ceptions of  the  Three  Fates. 

For  pictures  of  illuminated  manuscripts  see  Allegemeine  Ge- 
schichte  der  Litteratur,  G.  Karpeles. 

2.  Expression. 

Build  cathedrals  with  blocks,  make  models  of  them, 
draw,    copy   with  rings  and  sticks,    and  paint  designs 


228  ORGANIC  EDUCATION. 

used  in  the  interior  decorations  and  windows.  Carve 
figures  and  designs  based  upon  plant  and  animal  life, 
in  both  soft  materials  and  wood. 

RALEIGH. 

A.    ANALYSIS   OF  CHARACTER. 

The  story  of  Raleigh  should  be  used  in  connection  with  that  of 
Columbus ;  Raleigh  being  a  type-character  of  the  later  Renaissance, 
Columbus  of  the  earlier.  In  general,  this  character  may  be  used 
along  the  lines  followed  in  the  study  of  Columbus. 

In  the  period  of  development  for  which  Raleigh 
stands,  the  activity  of  the  child  is  much  what  it  was 
during  the  Columbus  epoch,  sturdy  and  propulsive.  It 
is,  however,  directed  somewhat  differently.  During  the 
Columbus  epoch  the  child's  interest  is  rather  in  the 
large  and  impersonal  aspects  of  life.  In  the  Raleigh 
epoch  these  things  attract  him  still,  but  to  a  less  degree 
than  the  more  human  interests.  The  seething  mani- 
fold life  about  him  is  full  of  interest  to  him.  Questions 
of  motive  and  conduct  appeal  to  him.  Individuals  as 
individuals  begin  to  have  a  certain  meaning.  Human 
life  in  its  literary  and  historical  records  delights  him 
more  than  ever  before.  He  begins  to  understand,  to 
some  extent,  his  inheritance.  The  great  world  of 
knowledge  opens  up  before  him.  It  is  often  here  that 
the  first  serious  passion  for  knowledge  seizes  the  child, 
and  he  determines  to  be  "  educated." 

B.    ETHICAL   AIMS. 

These  are  implied  in  the  foregoing  analysis.  The 
child's   new  sense  of   kinship  or  relationship  with   all 


THE   WORK  OF  THE  GRADES,    TN   OUTLINE.      229 

the  world,  both  near  and  far,  past  and  present,  should 
be  intensified  by  constant  references  in  specific  cases  to 
our  debt  to  the  past  and  our  obligations  to  all  the  pres- 
ent woild  about  us.  The  historical  interest  should  be 
fed  with  all  the  material  it  demands,  and  the  child  led 
to  see,  so  far  as  he  can,  how  all  previous  races  have 
lived  and  died  that  he  might  have  the  fulness  of  life 
he  enjoys,  the  security,  the  material  comforts,  and  the 
intellectual  delights.  And  the  point  of  honor  may  be 
pressed,  as  to  the  obligation  involved  in  the  acceptance 
of  life  in  these  present  days.  The  children  should 
define  this  obligation  for  themselves,  in  detail,  the 
teacher  perhaps  emphasizing  the  duty  of  learning  what 
the  past  has  to  teach  us  for  the  guidance  of  our  own 
lives.  The  interest  in  allegory  is  especially  strong  dur- 
ing this  period,  as  it  satisfies  the  exploring  instinct. 
Hence  the  story  of  the  Faerie  Qiteene  (in  very  broad 
outlines)  may  be  used  effectively,  to  carry  forward  the 
chivalric  spirit  into  the  moral  realm,  and  to  supplement 
upon  the  positive  side  the  more  negative  influence  of 
the  Divine  Comedy. 

After  studying  the  Faerie  Queene  the  children  may  be  asked  to 
write  or  draw  their  own  representations  of  the  virtues. 

C.    MATERIAL. 

This  period  in  the  world's  history,  especially  in 
England,  seems  to  be  just  such  a  period  as  that  de- 
scribed in  the  life  of  the  child.  Raleigh  himself  repre- 
sents the  enthusiasm  for  learning  characteristic  of  the 
time,  together  with  the  practical  energy  which  made 
his  learning  effective.  A  college-bred  man,  a  soldier, 
a  courtier,  an  explorer,  a  colonizer,  an  author,  he  is  in 


230  ORGANIC  EDUCATION. 

many  respects  the  best  embodiment  of  the  many-sided 
spirit  of  his  age. 

The  main  features  of  Raleigh's  life  should  be  familiar  to  the 
children:  the  story  of  the  cloak,  to  show  his  courtliness,  of  his 
introducing  the  potato  into  England,  to  show  his  practical  sense, 
of  his  assistance  to  the  Huguenots,  to  show  his  chivalric  instincts 
to  help  the  oppressed.     Andrews,  Ten  Boys  (Story  of  Roger). 

The  literature  of  the  period  should  be  freely  used,  especially 
that  of  Spenser.  The  story  of  the  Faerie  Queene  will  be  found 
well  told  in  Wright,  Children's  Stories  in  English  Literature.  The 
stories  of  some  of  Shakespeare's  plays  may  be  used  from  Charles 
and  Mary  Lamb,  Tales  from  Shakespeare,  as  edited  for  the  use  of 
schools  in  Ginn's  Classics  for  Children  Series. 

Reference  Books: — 

Winsor,  Christopher  Columbus. 

Fiske,  Discovery  of  America. 

Irving,  Columbus. 

Castelar,  Life  of  Columbus  (Century  Magazine). 

Stories  of  Industry  (Educational  Publishing  Co.) 

Hale,  Stories  of  Invention. 

Burckhardt,  Civilization  of  the  Renaissance. 

Lacroix,  Manners,  Customs,  and  Dress  of  the  Middle  Ages. 

Lambert,  Two  Thousand  Years  of  Guild  Life. 

Shaler,  First  Book  in  Geology.  ^ 

Lacroix,  The  Arts  in  the  Middle  Ages  and  the  Period  of  the 
Renaissance. 

Lacroix,  Science  and  Literature  in  the  Middle  Ages  and  the 
Period  of  the  Renaissance. 

Smith,  English  Guilds. 

Symonds,  History  of  the  Renaissance. 

Grimm,  Michael  Angelo. 

Lillie,  Story  of  Music  and  Musicians. 

Reade,  The  Cloister  and  the  Hearth. 

Clemens,  Joan  of  Arc. 

Gardiner,  Students'  History  of  England. 

Mrs.  Jameson,  Legends  of  the  Madonna. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       231 

Mrs.  Jameson,  Legends  of  the  Saints. 

Ball,  Starland. 

Ball,  Story  of  the  Heavens. 

Howitt,  Bh-ds  and  Flowers. 

Howitt,  Midsummer  Falls. 

Lubbock,  Flowers,  Fruits,  and  Leaves. 

Poulton,  Colors  of  Animals. 

Allen,  Colors  of  Flowers. 

Buckley,  Fairyland  of  Science. 

Wright,  Children's  Stories  of  Great  Scientists. 

Meneffe,  Stories  from  the  Masters. 

Walford,  Gilds. 

Nestor,  Ponce  de  Leon,  Columbus  Gallery. 

Timbs,  Wonderful  Inventions. 

De  Vinne,  Invention  of  Printing. 

Hamlin,  Legends  of  Detroit. 

Farmer,  History  of  Detroit  and  Michigan. 

Oliphant,  Makers  of  Florence. 

Irving,  Alhambra. 

Wright,  Children's  Stories  of  English  Literature. 

Harrison,  In  Story-Land. 

Marco  Polo's  Travels. 

Frye,  Primary  Geography. 

Werner's  Primary  Geography. 

Tarr,  Elementary  Physical  Geography. 

Simmons,  Physiography  for  Beginners. 

Radcliffe,  Schools  and  Masters  of  Painting. 

Pictures: — 

Michael  Angelo,  Portrait  of  himself,  Moses,  David. 
Leonardo   da  Vinci,   Portrait   of    himself,    Head   of    Medusa, 
Adoration  of  the  ^lagi. 

Brozek,  Columbus  at  Court  of  Ferdinand  and  Isabella. 
Piloty,  Columbus  on  Deck  of  the  Santa  Maria. 
Bastian  Lepage,  Joan  of  Arc  Listening  to  the  Voices. 
Gainsborough,  The  Blue  Boy. 
St.  Mark's  in  Venice. 
Ducal  Palace  in  Venice. 


232  ORGANIC  EDUCATION, 

Views  of  Venice. 
Views  of  Genoa. 
Views  of  the  Alhambra. 
Pictures  of  the  Sea. 
Van  der  Lyn,  Landing  of  Cohimbus. 
Berchino,  Columbus  at  the  Convent. 
Riffenstein,  Columbus  and  the  Egg. 
Fremiet,  Joan  of  Arc  (Statue). 
Maillart,  Joan  of  Arc. 

Mme.  de  Chatillon,  Joan  of  Arc  before  a  Shrine. 
Michael  Angelo  and  Rosso,  Three  Fates. 
Titian,  Children  (from  the  Assumption). 
Statue  of  Columbus.     Geneva. 
Statue  of  Columbus.     Boston  Art  Museum. 
Canova,  Statue  of  Columbus. 

Van  Dyck,  Princess  Mary  and  the  Prince  of  Orange. 
Greuze,  The  Broken  Pitcher.     Louvre. 
Brown,  Castles  in  Spain. 
Whole  and  Details  of  Amiens  Cathedral. 
Lichfield  Cathedral. 
Peterborough  Cathedral. 
Wells  Cathedral. 
Canterbury  Cathedral. 
York  Cathedral. 
Ely  Cathedral. 
Melrose  Abbey. 
Westminster  Abbey. 
Pradilla,  Surrender  of  Granada. 
Roe,  Trial  of  Joan  of  Arc. 
Guido  Reni,  St.  Sebastian. 

Raphael,  Sistine  Madonna,  Madonna  of  the  Chair,  St.  Peter  in 
Prison,  Deliverance  of  Peter,  Portrait  of  himself. 
Correggio,  Moon  Goddess. 
Kaulbach,  Lady  Moon. 
Rogers,  The  Lost  Pleiad. 
Thorwaldsen,  Day  and  Night. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       233 

THE   PURITANS. 

Grade  B  4. 

Ages  of  children,  ten  to  eleven  years. 

A.    ANALYSIS    OF   CHARACTER. 

The  strong  tendency  of  children  of  this  age  to  argue, 
to  cling  to  an  opinion  alread}^  formed,  to  stand  obsti- 
nately by  the  word  of  some  one  regarded  as  authority, 
is  one  phase  of  the  incipient  desire  to  know  the  truth. 
To  consider  the  children  as  merely  opinionated  does  not 
go  far  enough  below  the  surface. 

In  child-character,  as  well  as  in  that  of  a  nation,  the 
epoch  of  effervescence  in  mtellectual  life,  of  large  specu- 
lations, of  tingling  possibiiicies  and  of  boundless  ambi- 
tions, is  likely  to  be  followed  by  a  period  of  self-control 
and  repression,  under  the  influence  of  a  dominant  ideal 
which  the  excursive  period  brought  to  consciousness. 
This  ideal  is  sternly  translated  into  conduct,  and  sits 
in  judgment  upon  all  the  life.  If  the  individual  ever 
reaches  this  stage  of  Puritanism  it  is  after  a  period  of 
high-wrought  intellectual  activity,  such  as  that  typified 
by  Raleigh.  It  is  the  Roman  period  come  again,  but 
with  a  richer  content. 

B.    ETHICAL    AIMS. 

To  cultivate  in  the  pupil  the  desire  to  know  what  is 
true  and  right,  and  wdien  known  to  do  it,  should  be  the 
aim  here.  The  idea  of  personal  responsibility  is  domi- 
nant, and  should  not  be  weakened  by  the  teacher,  but 
only   made   as    intelligent   as   possible.     The   children 


234  ORGANIC  EDUCATION. 

should  recognize  a  duty,  not  only  to  obey  the  dictates 
of  conscience,  but  to  give  conscience  all  the  light  possi- 
ble. In  this  connection  the  derivation  of  the  word  con- 
science may  be  used  to  call  attention  to  the  fact  that  it 
means  "knowing  things  together,"  seeing  all  sides  of 
a  question,  and  then  making  up  one's  mind  what  is 
right  to  do.  The  Puritan  intensity  of  moral  concentra- 
tion which  brought  the  conscience  to  bear  upon  the 
smallest  details  of  life  may  safely  be  encouraged  in  the 
children.  Their  purity  of  life,  dignity  and  courtesy  of 
manner,  seriousness  and  reserve  in  conversation,  are 
direct  results  of  this  tendency  to  unify  life  about  their 
ideal. 

C.    GENERAL   STATEMi^lNT    OF   MATERIAL. 

As  type  of  the  Reformatio!-  the  epoch  of  Puritanism 
in  England,  culminating  in  the  exodus  of  the  Pilgrims 
to  America,  is  the  appropriate  study  for  this  stage 
of  development.  The  real  characters  for  this  period 
are,  in  England,  Cromwell,  Milton,  and  Bunyan;  in 
Holland,  William  of  Orange  ;  and  in  America,  Miles 
Standish. 

From  the  references  the  outlines  of  Puritan  history 
in  England,  and  after  their  flight  to  Holland,  may  be 
obtained  by  the  teacher.  The  debt  of  American  civili- 
zation to  Holland  should  be  noted,  especially  the  fact 
that  the  Pilgrims  learned  in  Holland  the  practical  pos- 
sibilities of  a  free  government,  free  speech,  and  free 
schools,  afterward  to  be  embodied  in  our  institutions. 
The  thrift  of  the  Dutch,  their  inventions  and  industries, 
also  had  an  influence  upon  the  early  life  of  the  colonies. 
The  history  of  Holland  itself  should  be  taught  in  out- 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       235 

line,  with  especial  reference  to  the  character  of  William 
of  Orange. 

Before  the  life  of  the  Puritans  in  America  can  be 
intelligently  studied,  the  earlier  inhabitants  of  the 
country  must  be  considered,  the  Indians  (including 
the  mound-builders),  the  cliff-dwellers,  and  the  Aztecs, 
Avith  some  account  of  a  few  of  the  earlier  explorers  and 
colonists,  as  Cortez,  De  Soto,  and  John  Smith. 

But  even  farther  back  than  this  we  must  go  to  under- 
stand fully  the  struggle  of  the  Pilgrims  for  life  upon  the 
continent.  With  their  coming  to  America  began  almost 
a  repetition  of  what  had  taken  place  in  the  progress  of 
the  race  up  to  this  time  in  the  conquest  of  the  physical 
environment  on  one  side,  and  the  differentiation  of 
social  institutions  on  the  other.  But  there  was  this 
difference :  those  who  repeated  the  race  struggle  had 
the  advantage  of  physical,  mental,  and  moral  inheri- 
tances from  all  the  ages  of  the  past.  The  acquisitions 
of  the  race  were  theirs  in  idea,  if  not  in  expression.  If 
they  had  not  the  tools,  they  knew  the  value  of  them 
and  how  to  make  them.  If  they  had  no  schools,  no 
central  government,  they  were  not  without  the  desire 
to  establish  the  one,  or  the  knowledge  of  the  benefits 
and  dangers  of  the  other.  What  sort  of  country  was 
this  to  which  they  had  come?  To  understand  thor- 
oughly its  physical  conditions,  we  need  to  know  the 
life-history  of  the  planet  as  well  as  that  of  our  own 
continent;  to  know  its  constituents,  land,  water,  and 
atmosphere ;  to  determine  its  form,  structure,  and  posi- 
tion, and  the  various  forces  acting  upon  it;  to  learn 
how  man  has  measured  the  earth  for  his  own  conven- 
ience, as  by  parallels,  etc. ;  to  know  (our  own  continent 


236  ORGANIC  EDUCATION, 

used  for  illustration)  what  the  mountains  are,  what 
carved  the  valleys,  how  the  deposits  of  minerals  and 
metals  came  to  be  placed  where  they  are,  what  gives  us 
the  fertile  soil  in  one  place,  the  barren  in  another ;  to 
locate  the  great  life-regions  of  plants  and  animals,  to 
classify  the  animals  of  the  continent  in  their  order  of 
development,  and  to  study  one  member  of  each  class. 
In  this  way,  we  may,  perhaps,  come  to  see  by  what 
means,  through  the  ages,  this  continent  was  prepared 
to  be  the  home  of  our  people. 

In  the  study  of  the  life-history  of  the  planet,  many  myths  that 
were  to  the  people  of  early  times  what  scientific  facts  are  to  the 
present  may  be  given,  with  their  interpretations,  such  as  the  vari- 
ous stories  of  creation;  of  Apollo,  Perseus,  Phaeton,  Niobe,  Diana, 
Atlas,  and  Hercules ;  of  the  wind  (Orpheus,  Mercury,  The  Piper 
of  Haraelin,  Pan)  ;  of  the  sun,  moon,  planets,  and  constellations. 
The  best  literature  on  these  subjects  should  be  used.  For  the 
present  scientific  view,  current  magazines  will  often  furnish  what 
is  needed.  In  poetry  The  Fossil  Fern  and  The  Finding  of  the 
Lyre,  by  Lowell,  may  be  used,  and  Ovid's  Story  of  Phaeton. 
Appropriate  pictures  or  statues  illustrating  the  stories  have  been 
mentioned  in  work  for  previous  grades,  as  Guido  Reni's  Aurora, 
Watt's  Orpheus,  Niobe,  etc. 

The  following  general  plan  will  indicate  the  line  of  work 
which  may  be  pursued  in  carrying  out  this  idea:  — 

I.  The  AVorld  Story  :  («)  The  life-history  of  the  solar  system; 
the  birth  of  our  planet ;  the  story  of  the  moon ;  the  cooling  of  our 
planet,  (b)  The  world  as  a  whole:  its  form,  measurements  (by 
parallels  and  meridians),  and  motions;  the  distribution  of  heat; 
winds;  the  earth's  surface  (proportion  and  distribution  of  land 
and  water);  continents;  oceans;  comparison  of  hemispheres. 

II.  The  Continent  Story  :  Continent  making,  or  how  North 
America  rose  from  the  sea  (the  main  points  in  the  life-history) ; 
position;  shape;  boundaries;  comparative  size.  Surface  as  a 
whole  :  structure  and  drainage.  Special  study  of  primary  high- 
land as  a  basis  for  comparison  in  study  of  other  parts  of  the 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       237 

continent  and  other  continents  (vivid  picture  of  characteristic 
scenery,  extent,  slopes,  elevations,  as  source  of  drainage,  as  deter- 
mining climate,  as  affecting  productions,  as  affecting  human  life; 
the  home,  social  life,  industrial  life,  division  of  states,  means  of 
communication,  movement  of  pioneer  life,  cities;  moral  and  aes- 
thetic influence).  Special  study  of  Mississippi  River  (traced  from 
source  to  mouth,  showing  details  of  descent,  climate,  vegetation, 
industrial  life,  people,  scenery).  Lakes  of  different  kinds.  Coast 
line  (kinds,  relation  to  human  life).  Climate,  products  (inorganic 
and  organic),  people,  early  races,  present  races,  political  divisions. 

Read  :  Selections  from  Hiawatha,  Woods  in  Winter,  Daybreak, 
by  Longfellow ;  Autumn,  The  Pumpkin,  by  Whittier ;  Jmie  and 
Winter  (from  Vision  of  Sir  Launfal),  by  Lowell;  Carpenter, 
Travels  through  North  America  lulth  the  Children;  King,  Rocky 
Mountains  and  Pacific  Slope. 

III.     Our  Ancestors'  Story  (Puritans  as  illustration)  : 

1.  The  Puritans  in  England. 

Story  of  Ezekiel  Fuller  in  Ten  Boys,  by  Andrews. 

Study  of  some  representative  English  cathedrals. 

Story  of  Cromwell,  adapted  from   Hawthorne's   story  of 
Cromwell. 

Story  of  Bunyan  and  his  Pilgrim's  Progress. 

The  Pilgrims  in  England. 
Pictures : — 

Children  of  Charles  I.,  by  Van  Dyck. 
Cromwell  at  Ripley  Castle,  by  R.  Lehman. 
Cromwell  dissolves  Parliament,  Benjamin  West. 

2.  The  Pilgrims  in  Holland. 

Story  of  William  the  Silent. 

Accounts   of  people  and   country  of   Holland   from   such 
books  as  Dodge's  Hans  Brinker  and  The  Land  of  Pluck, 
Henty's  By  Pike  and  Dike,  De  Amicis's  Pictures  in  Hol- 
land. 
Show  Rembrandt's  The  INIill,  and  the  Night  Watch;  Potter's 
Bull,  and  The  Prairie  ;  Van  der  Velde,  Landscape,  and  Dutch  Ships 
of  War ;  Ruysdael's  A  Storm  along  the  Dykes  of  Holland ;  Peter 
de  Hooch's  ^Morning  Toilet ;  Van  Dyck's  Portrait  of  Van  Dyck  as 
a  Youth. 


238  ORGANIC  EDUCATION. 

3.  The  Pilgrims  in  America. 

Study  of  appearance,  clothing,  home,  physical  environ- 
ment, school,  state,  social,  religious,  and  industrial  life. 
(Much  of  the  material  for  this  study  may  be  abstracted 
by  the  children  from  Longfellow's  Courtship  of  Miles 
Standish.) 
Read  selections  from  Hiawatha,  The  Courtship  of  Miles  Stan- 
dish,  and  Mrs.  Hemans's  The  Landing  of  the  Pilgrims. 

In  nature-study  the  children  are  directed  in  their  observation 
of  the  different  planets  and  the  moon.  They  study  also  the 
expansion  and  contraction  of  solids  and  liquids ;  evaporation  and 
condensation;  classification  of  plants  and  animals  for  different 
zones,  selecting  types  from  each  zone ;  protective  coloring ;  kinds 
of  rocks,  as  aqueous,  igneous,  f ossiliferous,  and  stratified ;  and  the 
making  of  soil. 

1.  Measure. 

A  great  deal  of  work  with  number  and  form  is  neces- 
sary to  give  clear  conceptions  of  the  work  in  this  grade. 
Such  topics  as  the  deposits  of  the  coal  age,  the  effects 
of  the  ice  age,  of  heat,  the  measurements  of  the  earth, 
method  and  distribution  of  products,  etc.,  call  for  the 
application  of  standards  for  measuring  area,  bulk,  capac- 
ity, length,  position,  weight,  heat,  time,  etc.,  and  require 
the  accurate  use  of  such  fundamental  mathematical 
processes  as  long  division,  fractions,  and  percentage. 

2.  Expression. 

The  expression  work  grows  out  of  both  the  historical 
and  the  science  study.  For  the  first,  description  and 
narration  illustrated  by  drawings  may  be  used.  So  far 
as  science  is  concerned,  the  expression  work  consists  in 
drawing  diagrams,  maps,  and  pictures,  in  making  models 
of  the  solar  system,  in  constructing  the  material  used  in 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       239 

experimentation,  in  drawing  and  painting  the  plants 
and  animals  studied  and  imaginary  subjects  from  the 
study  of  the  myths.  Considerable  reproduction  would 
grow  out  of  the  historical  side  of  the  work ;  as,  copyino- 
drawings  of  the  implements  of  the  mound-builder,  and 
pictures  to  show  the  life  of  the  Puritans. 

Books  of  Reference:  — 

Motley,  Rise  of  the  Dutch  Republic. 

Motley,  History  of  the  United  Netherlands. 

Grattan,  Netherlands. 

Campbell,  The  Puritan  in  His  Three  Homes. 

Green,  History  of  the  English  People. 

Guizot,  History  of  England. 

Von  Ranke,  A  History  of  England. 

Fiske,  History  of  the  United  States. 

Winchell,  Walks  and  Talks  in  Geological  Fields. 

Gunning,  Life  History  of  Our  Planet. 

Ball,  Starland. 

Buckley,  A  Short  History  of  Natural  Science. 

Buckley,  Fairyland  of  Science. 

Buck%,  Life  and  Her  Children. 

Fiske,  Excursions  of  an  Evolutionist. 

Lubbock,  Flowers,  Fruits,  and  Leaves. 

Cox,  Tales  of  Ancient  Greece. 

Gayley,  Classic  Myths. 

Guerber,  Myths  of  Greece  and  Rome. 

Hartland,  Science  of  Fairy  Tales. 

Baring-Gould,  Curious  Myths  of  the  Middle  Ages. 

Bunce,  Fairy  Tales,  Their  Origin  and  Meaning. 

Lang,  Custom  and  Myth. 

Dodge,  The  Land  of  Pluck. 

Coffin,  Old  Times  in  the  Colonies. 

Poor,  Sanskrit  and  Kindred  Literature. 

Fiske,  The  Beginnings  of  New  England. 

Griffis,  The  Pilgrims  in  their  Three  Homes. 

Griffis,  Influence  of  the  Netherlands. 


240  ORGANIC  EDUCATION. 

Brooks,  Story  of  the   Red   Children,  and   Story  of   American 
Indians. 

Byington,  The  Puritan  in  England  and  New  England. 

Husted,  Stories  of  Indian  Children. 

Boughton,  Sketching  Rambles  in  Holland. 

Guerber,  Story  of  the  Thirteen  Colonies. 

Schwatka,  In  the  Land  of  Cave  and  Cliff  Dwellers. 

Holbrook,  Romid  the  Year  in  Myth  and  Song. 

Wright,  Children's  Stories  in  English  Literature. 

Emery,  How  to  enjoy  Pictures. 

Burroughs,  A  Year  in  the  Fields. 

Earle,  Home  Life  hi  Colonial  Days. 

De  Amicis,  Holland. 

Carpenter,  Travels  through  North  America  with  the  Children. 

King,  Rocky  Mountains  and  Pacific  Slope. 

King,  De  Soto  and  his  Men  in  the  Land  of  Florida. 

Guerber,  Story  of  the  English. 

Mowry,  First  Steps  in  the  History  of  our  Country. 

Books  that  may  be  read  by  the  Children  :  — 

Dodge,  Hans  Brinker. 

Ruskin,  King  of  the  Golden  River. 

Eggleston,  Primary  History. 

Dodge,  Stories  of  American  History. 

Our  World  Readers. 

Scribner's  Geographical  Reader. 

Larkin  Dunton,  The  World  and  Its  People,  Book  III. 

Jane  Andrews,  Seven  Little  Sisters. 

McMurry,  Pioneer  Stories. 

Wright,  Seaside  and  Wayside. 

Longfellow,  Hiawatha. 

Scudder,  Fables  and  Folk  Stories. 

Field,  A  Little  Book  of  Profitable  Tales. 

Mara  Pratt,  Story  Land  of  Stars. 

Kingsley,  Greek  Heroes. 

Francillon,  Gods  and  Heroes. 

Hawthorne,  Tanglewood  Tales. 

Ouida,  The  Dog  of  Flanders. 


THE    WORE  OF  THE  GRADES,  IN   OUTLINE.       241 

Pictures : — 

Pinwell,  Piper  of  Hainelin,  Beguiling  the  Rats,  Beguiliiag  the 
Children . 

Kaulbach,  The  Pied  Piper. 

Beyschlag,  Orplieiis. 

Watts,  Orpheus. 

Leighton,  Orpheus,  Return  of  Persephone. 

Remington,  Priscilla. 

Wein,  Embarkation  of  the  Pilgrims. 

Millais,  The  Princes  in  the  Tower. 

Mesdag,  On  the  Beach  at  Scheveningen. 

Menton,  Orphan  Girls.     Amsterdam. 

Bakhuyzen,  Driving  Cattle  Homeward.     Holland. 

Rembrandt,  The  Mill,  The  Night  Watch. 

Van  Dyck,  Portrait  of  Charles  I. 

Van  Dyck,  Portrait  of  himself  as  a  Youth. 

Van  Dyck,  Baby  Stuart. 

Rembrandt,  Portrait  of  himself. 

Rembrandt,  Portrait  of  Rembrandt's  Mother. 

Rembrandt,  Saskia. 

Guido  Reni,  Aurora. 

Raphael,  Hours  of  the  Day  and  Night. 

Romano,  Apollo  and  the  Muses. 

Tintoretto,  Forge  of  Vulcan. 

Velasquez,  Forge  of  Vulcan. 

Thorwaldsen,  Day  and  Night. 

F.  D.  Millet,  Ceres. 

Watts,  Orpheus  and  Eurydice. 

Corot,  Orpheus. 

Cellini,  Perseus. 

Canova,  Perseus. 

Burne-Jones,  The  Seasons. 

Hunt,  June  Clouds. 

Le  Rolle,  By  the  Riverside. 

Turner,  Marine  Views. 

Inness,  INIarine  Views. 

English  Cathedrals. 

Millais,  Princess  Elizabeth  in  Prison. 


242  ORGANIC  EDUCATION. 

Boughton,  Pilgrims  Going  to  Church,  PiJgrim  Exiles. 
Bopghton,  Compact  in  the  Cabin  of  the  Mayflower. 
Boughton,  Landing  of  Pilgrims. 
Richards,  Evangeline,  and  Gabriel. 
Van  Dyck,  Children  of  Charles  I. 
Rothermel,  Landing  of  the  Pilgrims. 
Holsall,  The  Mayflower  in  Plymouth  Harbor. 
Regnault,  Automedon  with  the  Horses  of  Achilles. 
Guercino,  Sleeping  Endymion. 
Bayes,  Departure  of  the  Mayflower. 
Blake,  Canterbury  Pilgrims. 
Lahimette,  The  Harvest. 
Lancret,  Autumn. 
Robert,  The  Reapers. 

Breton,  Blessing  the  Wheat,  Recall  of  the  Gleaners,  Song  of 
the  Lark. 

Millet,  The  Sower,  The  Woodchopper,  The  Angelus. 

Adsee,  The  Haymaker. 

Jacobson.  Landscape  in  Winter. 

Dupre,  Milking  Time. 

Powell,  De  Soto  discovering  the  Mississippi. 

Schreyer,  A  Halt  in  the  Oasis. 

Ruysdael,  Marine  View",  Landscape  with  Windmill. 

Habbema,  The  Mill. 

Potter,  Bull. 

Jaque,  The  Sheepfold. 

Niobe  Group.     Naples. 

Neal,  Oliver  Cromwell  visiting  Milton. 

Reliefs  and  Statues  :  — 

Jean  of  Bologna,  Mercury.     Bargello,  Florence. 

Orpheus,  Eurydice,  and  Mercury.     National  Museum,  Naples. 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       243 

THE   DEVELOPMENT   OF   THE   NATION. 

Grade  A  4. 

Ages  of  children,  ten  to  eleven  years. 

A.    ANALYSIS    OF   CHARACTER. 

The  children  are  alert  to  all  going  on  around  them. 
They  are  eager  for  action,  movement,  affairs.  They 
wish  to  know  what  lies  behind  and  beneath  what  they 
see  and  know.  Stories  of  history  are  more  interesting 
than  fairy  stories.  The  beautiful  is  not  so  attractive  as 
the  stirring  scenes  of  history  or  the  everyday  happen- 
ings of  a  period  of  public  excitement.  The  hero  of  this 
period  is  the  man  of  action  —  the  maker  of  history,  the 
inventor,  or  the  business  man. 

B.    ETHICAL   AIMS. 

The  effort  here  should  be  to  develop  the  potentiali- 
ties of  the  child  through  the  inspiration  of  ideals  of 
achievement  of  great  ends  gained  through  cooperation, 
and  of  helpful  participation  in  the  daily  activity  of 
community  life. 

C.    GENERAL   STATEMENT   OF    MATERIAL. 

In  this  grade  the  development  of  our  nation  is  traced 
from  early  colonial  days  down  to  the  present,  in  its 
general  outlines,  with  especial  reference  to  industrial 
and  social  progress  in  the  conquest  over  physical 
environment,  acquisition  of  territory,  and  the  making  of 
the  nation. 

A  broad,  rapid  view  of  the  whole  period  of  national  develop- 
ment is  demanded  here,  not  only  logically,  but  as  a  matter  of  prac- 


244  ORGANIC  EDUCATION. 

tical  desirability,  since  so  many  children  leave  school  very  soon 
after  this  grade  is  reached. 

The  study  of  industrial  progress,  inventions,  etc.,  should  in 
every  case  grow  directly  from  the  last  half-year's  study  of  physical 
conditions  upon  the  American  continent.  Each  invention  should 
be  connected  with  the  particular  obstacle  overcome,  as  the  steam- 
engine  with  structure,  the  steamboat  with  drainage,  etc. 

In  the  general  survey  of  this  period  will  be  considered 
the  national  heroes,  not  alone  those  of  war,  but  of 
industry  as  well,  Washington,  Franklin,  Jefferson, 
Webster,  Lincoln,  Harriet  Beecher  Stowe,  Whitney, 
Fulton,  Morse,  Field,  Edison,  and  Tesla.  Some  of  these 
characters  should  be  studied  for  the  lessons  their  lives 
teach,  as  well  as  for  the  distinctive  acts  for  which  they 
are  known,  others  merely  for  their  important  acts. 

For  beautiful  pictures  of  ideal  family  relationships,  for  histori- 
cal material  and  descriptions  of  many  portions  of  our  country,  the 
poem  of  Evangeline  may  be  recommended  for  this  grade.  Many 
selections  may  be  used  for  reading  material.  Richard's  picture  of 
Gabriel  and  Evangeline  should  be  shown. 

In  conducting  this  general  survey  of  our  national 
development,  the  following  outline  will  be  found  sug- 
gestive :  — 

I.  The  Story  of  Our  Own  Nation. 

1.  Discoveries:  Spanish,  by  Columbus  and  De  Soto;  English,  by 
Cabot;  French,  by  Cartier  and  Champlain  ;  Dutch,  by  Hudson. 

2.  Settlements :  Roanoke  Island,  Raleigh ;  Nova  Scotia,  the 
French ;  Jamestown,  John  Smith ;  Plymouth,  Miles  Standish ; 
Philadelphia,  William  Penn;  New  Amsterdam,  the  Dutch. 

3.  The  nation  :  (a)  strife  for  freedom  —  Franklin,  AYashington, 
Jefferson,  Webster;  (h)  growth  —  the  pioneers,  Boone,  Lincoln; 
(c)  aids  to  a  closer  union  —  inventions,  such  as  Fulton's  steam- 
boat, Whitney's  cotton-gin,  railroads,  telegraphs,  and  other  uses  of 
electricity;  (c?)  territorial  expansion. 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       245 

II.  Our  Neighbors:  Canada,  Mexico,  West  Indies,  Central 
America.  Discovery,  settlement,  growth,  present  condition,  rela- 
tion to  United  States. 

III.  Physical  Conditions  as  Aids  and  Hindrances  :  Re- 
view of  carboniferous  and  glacial  ages  to  explain  favorable  and 
unfavorable  conditions.  Reasons  for  the  fertility  of  Mississippi 
Valley,  for  the  aridity  of  the  Western  region,  for  the  sands  of 
Florida,  the  lakes  of  the  Northwest,  the  canon  rivers.  Study  of 
the  continent  as  to  outline,  structure,  drainage,  climate,  produc- 
tions, inhabitants,  political  divisions,  institutional  life,  and  cities. 

Read  Washington's  Farewell  Address,  the  Declaration  of  Inde- 
pendence, selections  from  Franklin's  Poor  Richard's  Almanac, 
from  Lincoln's  Gettysburg  address,  and  from  Webster's  Bunker 
Hill  orations ;  some  of  Whittier's  Songs  of  Freedom,  Mrs.  Stowe's 
Uncle  Tom's  Cabin,  Saxe's  How  Cyus  Laid  the  Cable,  Holmes' 
Washington  Elm,  One  Hoss  Shay,  Bro^nstick  Train,  and  Wash- 
ington Tea  Party ;  Longfellow's  Psalm  of  Life,  Evangeline,  Paul 
Revere's  Ride;  Whittier's  Barbara  Frietchie,  Seed  Time  and  Har- 
vest, The  Shoemakers,  The  Lumbermen,  The  Huskers,  The  Corn 
Song,  Barefoot  Boy,  and  Among  the  Hills  (selections);  Irving's 
Rip  Van  Winkle ;  Helen  Hunt's  March,  and  Spinning ;  and  selec- 
tions from  Bryant's  The  Prairie,  On  the  Banks  of  the  Hudson, 
and  The  Retui-n  of  the  Birds. 

The  progress  of  the  country  should  be  traced  through 
its  struggles  for  freedom,  self-government  and  preser- 
vation of  the  Union,  not,  however,  over-emphasizing  the 
war  element  in  our  history.  The  acquisition  of  new 
territory  should  be  noted.  Especial  stress  should  be 
laid  upon  the  growing  unity  of  the  people  through  im- 
proved facilities  for  communication,  etc.  The  growth 
of  monopolies  at  equal  pace  with  the  progress  of  indus- 
trial and  commercial  development  is  an  important 
feature  of  the  period.  The  children  should  especially 
begin  to  realize  something  of  the  results  of  industrial 
progress  in  bringing  within  the  reach  of  all  such  means 


246  ORGANIC  EDUCATION, 

for  the  enrichment  of  life  as  newspapers,  magazines,  and 
books,  public  libraries  and  art  galleries,  cheap  but 
beautiful  reprints  of  great  pictures  and  statuary,  the 
beautifying  of  public  and  private  property,  opportunities 
for  inexpensive  recreations  and  pleasures,  etc.  Atten- 
tion should  also  be  drawn  to  what  public  and  private 
philanthropic  effort  has  accomplished  in  the  provision 
of  public  baths,  vacation  schools,  playgrounds,  etc.  Such 
realization  is  of  the  highest  ethical  value,  as  stimulating 
the  individual  to  make  these  advantages  his  own. 

1.   Nature-Study. 

In  connection  with  the  study  of  Franklin  and  Morse, 
some  simple  experiments  in  electricity  should  be  per- 
formed, and  electrical  standards  of  measurement  ex- 
plained. In  connection  with  Fulton,  the  subject  of 
coal-formation  should  be  reviewed  from  the  preceding 
grade,  experiments  in  the  use  of  steam  power  described, 
and  measurements  explained.  All  machinery  invented 
during  this  period  should  become  familiar  in  principle, 
its  power  or  capacity  should  be  measured  by  the  appro- 
priate standards,  and  comparisons  drawn  in  detail  be- 
tween the  work  accomplished  by  machinery  now  and 
that  formerly  accomplished  by  hand  or  horse  power. 

The  following  subjects  may  be  treated  with  greater  or  less 
detail  at  this  point:  igneous  rock  —  granite,  quartz,  feldspar,  mica. 
Erosion  —  chemical,  physical;  erosive  agents.  Sedimentation  — 
solution  (salt,  lime),  suspension  (sand,  clay) ;  oceans,  rivers,  ice- 
bergs. Aqueous  rock  —  sandstone,  limestone,  animal  deposits. 
Effect  of  heat  —  gases,  winds,  liquids,  evaporation,  solids,  disin- 
tegration of  rock,  motion,  power.  Study  of  coal  —  ferns  of  car- 
boniferous period,  ferns  of  to-day,  life-history  of  coal.  Iron  and 
copper  —  mining,  properties,  relation  to  invention.     Steam  —  prin- 


THE   WORK   OF  THE   GRADES,  IN   OUTLINE.       247 

ciple  of  steam-engine,  application  to  machinery.  Magnetism  — 
mariner's  compass,  terrestrial  magnetism.  Electricity  —  current, 
static,  Atlantic  cable,  telegraph.  Cotton  —  life-history,  cotton-gin. 
Life  —  relation  of  plants  to  minerals ;  relation  of  plants  to  animals. 

2.  Measure. 

Such  comparison  and  measuring  involves  the  use  of 
all  the  ordinary  standards  of  measurements,  and  of 
many  not  commonly  known,  such  as  those  for  gas, 
electricity,  steam  power,  etc.  The  measurements  in- 
volved in  the  construction  and  use  of  the  thermometer 
and  barometer  should  also  be  studied. 

3.  Expression. 

Some  of  the  more  important  inventions  should  be 
reproduced  so  as  to  show  the  principle  involved ;  and 
pictures,  diagrams,  or  maps  used  to  illustrate  all  material. 
Patriotic  speeches  should  be  'made  by  the  children,  and 
the  national  songs  sung.  The  stories  of  Miles  Standish 
and  Rip  Van  Winkle  should  be  acted. 

The  study  of  our  nation  is  followed  in  this  grade 
by  a  brief  study  of  the  other  nations  of  North  America, 
as  our  nearest  neighbors;  their  physical  environment, 
industrial  status,  form  of  government,  and  relation 
with  us. 

Books  that  may  be  read  by  the  Children:  — 
Montgomery,  Beginner's  American  History. 
McMurry,  Pioneer  Stories. 

Larkin  Dunton,  The  World  and  its  People,  Book  IV. 
Scribner's  Geographical  Reader. 
Longfellow,  Evangeline. 
Robinson  Crusoe. 
Ruskin,  King  of  the  (jlolden  River. 


248  ORGANIC  EDUCATION. 

Kingsley,  Water  Babies. 

Franklin,  Autobiography. 

Eggleston,  Primary  History. 

Eggieston,  Stories  of  Great  Americans  for  Little  Americans. 

Wagner,  Pacific  History  Stories. 

Hiawatha,  Story  of  the  Four  AVinds. 

Dodge,  American  History  Stories. 

Our  World  Reader,  No.  IV. 

Coe,  Our  American  Neighbors,  No.  IV. 

Books  of  Reference:  — 

Shaler,  Story  of  our  Continent. 

Shaler,  The  United  States  of  America. 

Fiske,  History  of  the  United  States. 

Bryce,  American  Commonwealth. 

Dana,  Handbook  of  Geology. 

Spofford,  Library  of  Historic  Characters  and  Famous  Events. 

North  America,  Vols.  I.  and  II. 

Reclus,  America. 

Mulhall,  Industries  and  Wealth  of  Nations. 

Hayes,  Kane,  or  Greeley,  The  Arctic  Regions. 

Fiske,  The  Discovery  of  America. 

Higginson,  A  Larger  History  of  the  United  States. 

Thwaites,  Epochs  in  American  History. 

Hart,  A.  B.,  American  History  told  by  Contemporaries. 

Gregg,  David,  Makers  of  the  American  Republic. 

Channing,  Student's  History  of  United  States. 

Austin,  Standish  of  Standish. 

Allen,  Choir  Invisible. 

Winchell,  Walks  and  Talks  in  Geological  Fields. 

Much  of  the  best  material  will  be  found  in  the  current  magazines. 

Pictures: — 

Bouguereau,  Wheedling. 

Peel,  An  Unexpected  Meeting. 

Greuze,  Young  Girl. 

Meyer  Von  Bremen,  The  Wounded  Lamb. 

Leighton,  The  Music  Lesson. 

Borckman,  Mozart  and  his  Sister. 


THE    WORK   OF  THE  GRADES,   IN   OUTLINE.       249 

]1  Rosso  Fioreiitino,  Angel  pla3'ing  on  the  Lute. 

Pictures  showing  the  evolution  of  inventions  and  industries. 

Millet,  The  Gleaners. 

Breton,  The  Gleaner. 

Dupre,  The  Haymakers. 

Lherraitte,  The  Harvest. 

Vuillefroy,  Return  of  the  Herd. 

Burne-Jones,  Spring,  Summer,  Autumn,  Winter. 

Daubigny,  Spring. 

Corot,  Spring. 

Millet,  Angelus. 

Millet,  Potato  Planting. 

Millet,  The  So^Yer. 

Schneider,  Mozart  and  his  Sister. 

Dicksee,  The  Child  Handel. 

Historic  Places:  — 
Plymouth  Rock. 

Longfellow's  Homes  in  Cambridge  and  in  Portland. 
Standish  House,  Uuxbury. 
Paul  Revere's  House,  Boston. 
Christ  Church,  Boston. 
Old  Bell  Tower,  Lexington. 
Minute  Man,  Concord. 
Old  Liberty  Tree,  Boston. 
Bunker  Hill  Monument. 
Mount  Vernon. 
Capitol  and  White  House. 
Washington  Elm. 
Washington  ]Monument. 
Franklin's  Birthplace. 
Lincoln's  Home,  Springfield. 
Lincoln's  Statues  in  Boston  and  Chicago. 

Historic  Events  :  — 

Powell,  De  Soto  discovering  the  Mississippi. 
Weir,  Embarkation  of  Pilgrims. 
Rothermel,  Landing  of  Pilgrims. 
Bayes,  Departure  of  Mayflower. 


250  ORGANIC  EDUCATION. 

Boughton,  Signing  the  Compact  in  the  Cabin  of  the  Mayflower. 

Neal,  Watt  discovering  the  Power  of  Steam. 

Boughton,  Pilgrim  Exiles. 

Trumbull,  Battle  of  Bunker  Hill. 

Trumbull,  Battle  of  Princeton. 

Trumbull,  Surrender  of  Burgoyne. 

Trumbull,  Surrender  of  Cornwallis. 

Trumbull,  Signing  of  Declaration  of  Independence. 

Leutze,  Washington  crossing  the  Delaware. 

Faed,  Washington  and  Lafayette  at  Mount  Vernon. 

Carpenter,  First  Reading  of  the  Emancipation  Proclamation. 

Portraits : — 

Stuart,  George  Washington. 
Martha  Washington. 
Benjamin  Franklin. 
Paul  Revere. 
Thomas  Jefferson. 
John  Hancock. 
Robert  Fulton. 
Samuel  F.  B.  Morse. 
Abraham  Lincoln. 
H.  W.  Longfellow. 
William  Penn. 
Captain  John  Smith. 

Reliefs  and  Statues:  — 

Rogers,  Bronze  Doors  of  the  Capitol  at  Washington. 
Ghiberti,  Gates  at  Florence. 
Statues  or  busts  of  great  Americans. 

Grade  B  5. 
A.    GENERAL   STATEMENT   OF   AIM    AND    MATERIAL. 

In  the  grammar  grades  the  child  can  grasp  complexer 
relations  than  in  the  grades  below,  and  hence  is  able  to 
make  a  more  elaborate  study  of  the  subjects  considered. 
In  order  that  he  may  understand  his  own  life,  he  must 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       251 

know  the  influences  working  around  him ;  to  compre- 
hend these  he  must  know  their  history.  So,  first,  his 
own  country  is  studied  to  see  what  elements  enter  into 
the  life  of  the  present.  The  development  of  present 
social  institutions  is  considered,  not  as  a  whole  as  before, 
but  as  seen  in  different  sections  of  country  which  show 
diversity  of  life  and  development  under  diversity  of 
conditions.  This  study  should  form  a  basis  from  Avhich, 
comprehended  more  clearly  by  further  study,  he  may  to 
some  extent  forecast  the  future,  and  so  secure  such 
advantages  for  himself  and  others  as  this  means  may 
afford. 

After  the  study  of  our  own  country  we  view  other 
countries  and  continents  as  our  neighbors.  The  study 
of  our  neighboring  continents  in  their  historical  and 
sociological  aspects  will  mean  always  three  things  :  A 
consideration  (1)  of  our  indebtedness  to  them  in  the 
past,  (2)  of  our  relations  to  them  in  the  present,  and 
(3)  of  the  probable  advantage  or  disadvantage  on  both 
sides  of  maintaining  these  relations  in  the  future.  Its 
scientific  phase  will  consist  of  studies  in  the  mutual 
action  and  reaction  of  man's  inheritances  and  his  en. 
vironment. 

B.    ETHICAL  ATMS. 

Children  at  this  stage  of  development  crave  that 
which  seems  to  them  practical,  namely,  what  will  help 
them  to  future  success.  Their  standard  of  value  of 
any  subject  studied  is  its  probable  contribution  to  their 
equipment  for  a  career.  Industrial  life  seems  to  them 
to  be  of  the  greatest  importance.  The  emphasis  which 
they  tend  to  throw  upon  this  side  of  life  is  greater  than 


252  ORGANIC  EDUCATION. 

it  should  be.  There  is  need  for  giving  the  children  a 
true  idea  of  what  is  really  practical.  They  need  to  see 
that  the  practical  is  not  merely  that  which  ministers  to 
success  in  business  life,  but  that  Avhich  ministers  to  our 
highest  development  and  usefulness ;  and  that  while 
competition  may  enable  one  to  accumulate  more  out- 
ward possessions,  the  aim  of  cooperation  is  the  enlarge- 
ment of  the  self. 

For  the  ethical  standard  Hawthorne's  Great  Stone 
Face  may  be  used  throughout  the  term.  The  sequence 
of  ideals  shown  through  Mr.  Gathergold  (commercial), 
Mr.'  Blood  and  Thunder  (military).  Old  Stony  Phiz 
(statesman).  The  Poet  (abstract  goodness),  Ernest  (love 
and  help  for  humanity),  gives  an  opportunity  to  show 
that  all  below  the  highest  is  unsatisfactory.  For  our- 
selves as  individuals  we  cannot  be  satisfied  with  any- 
thing less  than  the  best. 

In  dealing  with  the  material,  the  United  States  in  its 
organic  relations  shows  the  advantage  of  cooperation 
over  competition,  and  helps  to  establish  a  standard  of 
patriotism  for  each  as  part  of  the  community,  of  the 
state,  of  the  section,  and  of  the  nation.  The  nation  is 
made  up  of  individuals.  The  standard  of  the  nation 
rises  and  falls  according  to  the  standard  of  individuals. 

Statues,  pictures,  buildings,  songs,  poems,  stories,  or  other  lit- 
erary forms  belonging  to,  or  representative  of,  each  section  are 
used  in  connection  with  the  study  of  it.  In  the  study  of  the  New 
England  section,  as  connected  with  the  structure,  the  children 
may  read  Hawthorne's  Great  Stone  Face,  Jordan's  Story  of  a 
Stone ;  with  the  drainage,  Longfellow's  Mad  River  in  the  White 
Mountains,  or  Whittier's  Merrimac  River.  The  climate  may  be 
shown  tlirough  Snow-Bound  and  the  prelude  to  Among  the  Hills, 
by  Whittier.     These  poems  are    also  valuable    as   showing   New 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       253 

England  life.  In  literature  there  is  an  embarrassment  of  riches. 
If  with  each  section  the  noted  writers  of  that  section  are  con- 
nected, and  wherever  available  theii'  writings  are  used,  the  chil- 
dren will  come  to  have  an  appreciation  and  knowledge  of  these 
writers,  and  a  love  for  good  literature,  greater  than  can  be  gained 
in  any  other  way. 

In  taking  up  the  United  States  as  a  whole,  the  follow- 
ing subjects  may  be  considered:  Acquisition  of  terri- 
tory. Industrial  regions  as  changing  with  growth. 
Government.  Story  of  our  flag.  Possessions.  Re- 
sources. Belts  of  plant  regions,  distribution  of  animals, 
minerals.  General  idea  of  where  productive,  transform- 
ing, and  exchanging  industries  are  carried  on.  The 
most  noted  American  authors  (the  work  being  carried 
on  in  connection  with  the  work  on  the  different 
sections). 

Pictures  of  national  interest,  of  great  historical  events 
and  distinguished  people.  (Pictures  in  the  Capitol  and 
Library  at  Washington,  at  Plymouth,  pictures  of  Presi- 
dents, etc.)  The  children  should  keep  note-books  in 
which  are  collected  pictures  connected  with  their  study 
of  authors,  the  history  and  geography.  (Railroad 
guides  furnish  good  material  for  the  geography,  besides 
magazines.)     Music,  national  airs. 

Compare  the  United  States  with  other  countries  as  to 
area,  population,  industries,  products  imported  and  ex- 
ported, amount  of  commerce,  wealth,  and  means  of  com- 
munication (railroads,  telegraph  and  telephone  lines, 
lake  and  ocean  vessels,  etc.). 

Each  section  is  to  be  studied  under  the  following  out- 
line : 

1.   Geological  history  (brief  statement)  to  account  for 


254  ORGANIC  EDUCATION. 

present   physical   conditions  (as  in  New  England,  the 
number  of  lakes,  character  of  rivers,  soil,  etc.). 

2.  Significant  physical  features.  State  boundaries  on 
the  physical  map.     Significance  of  names. 

3.  Original  settlers  and  present  inhabitants.  Per- 
sonal characteristics.  How  large  a  factor  in  national 
life.  First  settlements.  Centres  of  influence.  Present 
influential  regions  or  cities,  and  reasons  for  their 
supremacy. 

4.  Development  of  home  life  from  beginning  to  pres- 
ent, a.  Family  ties.  b.  Environment  (natural  and 
artificial),  c.  Structure  of  the  house  (its  adaptation 
to  environment,  its  beauty,  etc.). 

5.  Development  of  school  life.  a.  Famous  institu- 
tions, b.  Noted  teachers,  c.  Influence  of  American 
ideals,     d.  Influence  of  foreign  methods. 

6.  Development  of  social  life.  a.  Modifying  influ- 
ences, b.  Distinguishing  characteristics  (brief  state- 
ment). 

7.  Development  of  industrial  life.  a.  Great  inventors 
and  their  inventions,  b.  Other  causes  of  development. 
c.  Centres  of  industry  and  trade. 

8.  Development  of  state  life.  a.  Political  institu- 
tions (as  reflecting  general  intelligence  and  as  dissemi- 
nating general  intelligence),  b.  Characters  of  political 
history,  c.  Centres  of  political  influence,  d.  Historic 
places,  monuments,  etc. 

9.  Development  of  church  (as  affected  by  and  as 
affecting  other  social  institutions). 

The  presentation  should  be  through  the  concrete  wherever 
possible. 

The  sections  of  our  own  country  studied  are  as  follows 


THE   WORE   OF   THE   GRADES,  IN   OUTLINE.       255 

(the  name  of  the  character  or  characters  connected  with 
its  early  development,  and  designed  for  special  study, 
being  placed  after  the  name  of  the  section). 

These  characters  are  to  be  studied  with  varying  fulness  of 
detail  according  to  their  representative  quality  or  the  significance 
of  their  lives  in  the  development  of  the  section. 

New  England  —  Miles  Standish. 
Middle  Atlantic  —  Henry  Hudson,  William  Penn. 
South  Atlantic  —  John  Smith  and  Lord  Baltimore. 
Gulf  —  Oglethorpe. 

South  Central  —  Boone,  Robertson,  Sevier. 
North  Central  —  Clark,  Putnam,  Marquette. 
Southwestern  —  Houston. 

Western  and  Rocky  Mountains  —  Whitman,  Rogers, 
and  Clark. 

North  Pacific  —  Robert  Gray. 
South  Pacific  —  Sutter. 

South  America  is  considered  first  as  to  its  physical 
features,  then  as  to  the  inhabitants  found  there  by  the 
early  discoverers  and  conquerors.  Afterward  the  states 
as  they  exist  to-day  are  studied.  The  people  of  these 
states  are  studied  under  the  topics  used  before,  as  char- 
acter, appearance,  clothing,  home,  etc. 

1.  Nature-Study. 

The  children  should  study  more  systematically  than 
in  previous  grades  the  typical  plants  and  animals  in 
their  own  environment  to  see  the  .relation  of  structure 
to  function  and  environment.  This  should  form  a  basis 
for  understanding  differences  in  the  life  of  the  different 
sections. 


256  ORGANIC  EDUCATION. 

The  evolution  of  plant  life  is  followed  through  the 
study  of  algae,  fungi,  lichens,  mosses,  liverworts,  ferns, 
club  mosses,  horsetails,  evergreen  trees,  and  flowering 
plants. 

Animal  life  is  traced  through  the  amoeba,  sponge, 
coral,  starfish,  sea-urchin,  clam  or  oyster,  butterfly  or 
moth,  frog,  fish,  bird,  and  mammal. 

2.  Measure. 

To  make  clear  the  comparisons  suggested  and  the  de- 
velopment of  the  different  sections  in  the  various  lines 
mentioned,  a  great  deal  of  use  is  made  of  form  and  num- 
ber. The  children  should  know  processes  with  fractions 
and  decimals  and  simple  work  in  percentage.  This 
work  requires  also  the  application  of  the  knowledge  of 
denominate  numbers  gained  in  the  grade  below. 

3.  Expression. 

Maps,  diagrams,  charts,  models,  drawing,  painting 
and  modelling  of  nature-work,  description  and  narration 
both  oral  and  written. 

Books  that  may  be  read  by  the  Children:  — 
McMurry,  Pioneer  History  Stories. 
Wright,  Stories  from  American  History. 
Jane  Andrews,  Ten  Boys. 
Jane  Andrews,  Stories  Mother  Nature  Told, 
Montgomery,  American  History. 
Newell,  Botanical  Reader. 
Hale,  A  New  England  Boyhood. 
Larcom,  A  New  England  Girlhood. 
Judson,  The  Young  American. 
Carver  and  Pratt,  Our  Fatherland. 
Burton,  The  Story  of  Our  Country. 
Eggleston,  Great  Americans  for  Little  Americans. 


THE    WORK  OF  THE  GRADES.  IN  OUTLINE.       257 

Johonnot,  Stories  of  Our  Country. 

Wagner,  Pacific  History  Stories. 

Wright,  Seaside  and  Wayside  Readers. 

Shaler,  Storv  of  Our  Continent. 

Dunton,  The  World  and  its  People  (Vols.  III.  and  IV.). 

Bryant : 
Monument  Mountain. 
The  Fringed  Gentian. 
Twenty-second  of  December. 
The  Tides. 

Song  of  Marion's  ^len. 
Scene  on  the  Banks  of  the  Hudson. 
Song  of  the  Sower. 
Death  of  the  Flowers. 
March. 
The  Prairies. 
The  Green  Mountain  Boys. 

Whittier : 
The  Merrimac. 
Skipper  Ireson's  Ride. 
Barefoot  Boy. 
Red  Riding  Hood. 
The  Kansas  Emigrants. 
Barbara  Frietchie. 

What  the  Birds  Said  (poem  on  slavery). 
Songs  of  Labor. 
Faneuil  Hall. 

The  Last  Walk  in  Autumn. 
The  Mayflowers. 
The  Witch's  Daughter. 
Mountain  Pictures. 
Trailing  Arbutus. 
Chicago. 

Centennial  Hymn. 
The  Pumpkin. 
To  Pennsylvania. 
The  Pass  of  the  Sierras. 


258  ORGANIC  EDUCATION. 

Longfellow : 
Hiawatha. 
Evangeline. 
Skeleton  in  Armor. 
Village  Blacksmith. 
Arsenal  at  Springfield. 
Old  Clock  on  the  Stall's. 
Building  of  the  Ship. 
Miles  Standish. 
Paul  Revere 's  Ride. 
The  Builders. 
Charles  Sumner. 
The  Poet's  Calendar. 
The  Slave  in  Dismal  Swamp. 
The  Lighthouse. 
The  Tide  Rises,  the  Tide  Falls. 
Wreck  of  the  Hesperus. 
Mad  River. 

A  Summer  Day  by  the  Sea. 
Daybreak. 
Snow  Flakes. 

The  Ladder  of  St.  Augustine. 
Poems  of  Places. 

Lowell : 
Wendell  Phillips. 

The  Vision  of  Sir  Launfal  (selections). 
The  Heritage. 
Stanzas  on  Freedom. 
The  First  Snow-Fail. 

Holmes : 
The  One  Hoss  Shay. 
The  Broomstick  Train. 
The  Last  Leaf. 

Army  Hymn  (may  also  be  sung  to  the  tune  of  Old  Hundred). 
International  Ode  —  Our  Fathers'  Land  (tune,  America). 
The  Ploughman. 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       259 

Irving : 
Description  of  the  West. 
Rip  Van  Winkle. 
Legend  of  Sleepy  Hollow. 

Sidney  Lanier,  Corn,  The  Symphony  (Selections). 
Geo.  W.  Cable,  Burning  of  St.  Michael's,  Beautiful  Willamette. 
Hawthorne,  The  Great  Stone  Face. 
.     John  Burroughs,  Birds  and  Bees  —  essays. 
Sangster,  The  Old  Sampler. 

Reference  Books:  — 

C.  D.  Warner,  The  Great  Northwest. 
Mateaux,  A  Wonderland  of  Work. 
Channing,  The  United  States  of  America. 
Bryce,  The  American  Commonwealth. 
Chase  and  Clou,  Stories  of  Industry. 
Fiske,  The  Beginnings  of  New  England. 
Wright,  The  Industrial  Evolution  of  the  United  States. 
Shaler,  United  States  of  America. 

Andrews  (Scribner's  Magazine),  A  History  of  the  Last  Quarter 
Century  in  the  United  States. 

Wright,  Industrial  Evolution  in  the  United  States. 

Higgins,  Xew  Guide  to  the  Pacific  Coast. 

Warner,  Our  Italy. 

Wright,  Stories  of  American  Inventors. 

Harper's  Magazine,  Spanish-American  Republics. 

Parkman,  Discovery  of  the  Great  West. 

Morley,  Song  of  Life. 

Lubbock,  Beauties  of  Nature. 

Lubbock,  Flowers,  Fruits,  and  Leaves. 

W.  Hamilton  Gibson,  Sharp  Eyes. 

Reclus,  The  Earth  and  its  Inhabitants. 

Pictures ; — 

Photographs  of  American  and  South  American  Scenery. 
Views  of  important  cities. 
Pictures  of  the  characters  studied. 
Trumbull,  Battle  of  Princeton. 


260  ORGANIC  EDUCATION, 

Trumbull,  Battle  of  Bunker  Hill. 
Trumbull,  Surrender  of  Burgoyne. 
Trumbull,  Surrender  of  Cornwallis. 
Trumbull,  Signing  the  Declaration  of  Independence. 
Trumbull,  Death  of  General  Montgomery. 
Rothermel,  Landing  of  the  Pilgrims. 
Boughton,  John  Alden  and  Priscilla  —  The  Courtship. 
Boughton,  Pilgrim  Exiles. 
Boughton,  Pilgrims  Going  to  Church. 
Boughton,  Priscilla. 

Weir,  The  Embarkation  of  the  Pilgrims. 
Bayes,  The  Departure  of  the  Mayflower. 
Millet,  The  Angelus. 
Millet,  The  Sower. 
Millet,  The  Gleaners. 
Millet,  Sheep-Shearing. 
Le  Rolle,  The  Shepherdess. 
Landseer,  Members  of  the  Humane  Society. 
Dupre',  The  Haymakers. 
Dicksie,  Swift  and  Stella. 
Countess  Potoka. 

Pictures  in  the  Congressional  Library  and  the  Boston  Public 
Library. 

Modern  Architecture:  — 

The  "Sky  Scrapers"  of  New  York  and  Chicago. 
Pictures  of  historic  houses,  trees,  etc.,  given  in  the  Perry  Cata- 
logue. 

Reliefs  and  Statues:  — 

Donatello,  Cherubs  from  San  Antonio  altar,  Padua  (six  groups). 
Victory  (Nike)  decorating  a  Trophy. 
Winged  Victory. 
Bust  of  Lincoln. 
Bust  of  Washington. 

The  Art  and  Architecture  of  the  World's  Fair  (30  vols.,  Barrie, 
publisher),  or  any  other  good  illustrations  of  the  same  subject, 
may  be  used  in  this  grade. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       261 

Grade  A  5. 
A.    ANALYSIS   OF   CHARACTER. 

The  children  of  this  grade  care  for  what  is  practical 
for  them  personally.  Competition  is  a  prominent 
characteristic.  They  are  easily  contented  to  do  what 
"  everybody  does  "  if  it  is  in  line  with  their  success,  and 
are  disinclined  to  hold  to  a  higher  moral  standard. 
They  are  interested  in  tracing  phenomena  back  to  their 
causes.  They  care  to  know  the  relations  of  things, 
and  do  not  willingly  follow  a  subject  unless  the  rela- 
tions are  clear.  The  desire  for  boisterous  physical 
exercises  seen  in  children  before  this  grade  seems  to  be 
turning  to  a  desire  for  energetic  action,  but  with  some 
purpose  besides  play. 

B.    ETHIPAL    AIMS. 

The  easy  morality  of  children  of  this  age  needs  to  be 
quickened  by  helping  them  to  see  that  the  roots  of 
events  lie  far  back  in  history,  that  nothing  comes  by 
chance,  to-day  is  the  product  of  perhaps  a  remote  past. 
We  do  not  obtain  good  results  without  effort;  if  we 
wish  them,  we  must  provide  for  them. 

"  The  key  of  yesterday  I  threw  away, 
And  now  to-day, 

Before  to-morrow's  fast  closed  gate, 
Helpless  1  wait. 

In  vain  to  pray,  in  vain  to  sorrow; 
Only  the  key  of  yesterday  unlocks  to-morrow." 

C.  GENERAL  STATEMENT  OF  MATERIAL. 

After  studying  the  development  of  our  own  and  of 
our  sister  continent,  the  child    turns    to    Europe,  that 


262  ORGANIC  EDUCATION, 

continent  which  was  the  earlier  home  of  our  race,  and 
the  cradle  of  our  civilization.  The  study  of  Europe  is 
begun  at  this  period  not  only  because  of  its  past  rela- 
tions to  us,  and  the  rich  heritage  of  experiences,  inven- 
tions, and  arts  that  we  now  hold  from  it ;  but  because 
our  closest  contact  in  the  present,  industrially,  com- 
mercially, and  socially,  is  with  Europe. 

Here  we  first  study,  as  before,  the  physical  environ- 
ment with  which  our  ancestors  came  in  contact.  We 
then  study,  in  the  order  of  historic  development,  the 
political  divisions  of  Europe.  The  history  of  each 
country  is  studied  in  its  broad  outlines,  with  especial 
emphasis  upon  the  social  institutions  as  affecting  and  as 
affected  by  ourselves.  That  which  has  been  most  influ- 
ential and  that  which  still  yields  most  pleasure  in  the 
lives  of  great  men,  in  science,  inventions,  and  arts,  is 
made  familiar  to  the  children.  The  time  for  this 
work  is  so  limited  and  the  material  so  abundant  that 
the  greatest  care  will  be  necessary  in  selecting  the 
material  for  study.  Institutional  life  should  be  pre- 
sented through  the  concrete  wherever  possible. 

So  far  as  the  end  of  education  is  concerned  the  mas- 
ter-works in  architecture,  sculpture,  painting,  literature, 
and  music  will  yield  better  results  than  detailed  de- 
scriptions of  rivers,  capes,  etc.  The  physical  features 
are  not  to  be  neglected,  but  the  purpose  for  which  they 
are  studied  should  be  kept  in  mind,  and  the  time  and 
attention  allowed  them  should  be  determined  by  this. 
Our  commercial  relations  with  Europe  are  important, 
and  affect  our  daily  living;  but  not  less  important  is 
the  constant  interchange  of  ideas.  The  children, 
having  once  obtained  a  glimpse  of  our  relations,  will 


THE    WOllK   OF   THE   GRADES,  IN   OUTLINE.       263 

be  interested  to  follow  future  developments  for  them- 
selves. 

In  the  study  of  the  continent  as  a  whole  only  the  most  signifi- 
cant features  should  be  noticed,  such  as  structure  and  outline  in 
general,  drainage,  climate,  and  productions.  Any  details  which 
are  necessary  may  be  connected  with  the  study  of  the  political 
divisions. 

The  children  should  have  considerable  power  in 
interpreting  maps  by  the  time  they  reach  this  grade. 

The  study  of  each  political  division,  taken  in  order  of  its  his- 
torical development,  should  cover  the  following  points :  — 

1.  General  view  of  physical  features,  to  indicate  the  relation 
of  this  section  to  the  whole  continent,  and  their  probable  effect 
upon  the  people,  industries,  etc. 

2.  A  study  of  the  character,  appearance,  and  clothing  of  the 
people. 

3.  A  short  history  of  the  development  of  the  people,  politically. 
A  study  of  the  other  social  institutions :   home,  school,  social 

life,  industrial  life,  church. 

The  central  thought  in  the  political  history  should  be  the 
development  of  political  freedom.  In  the  study  of  each  political 
division  everything  which  illustrates  the  actual  life  of  the  time, 
such  as  products,  inventions,  utensils,  ornaments,  statuary,  pic- 
tures, stories,  poems,  etc.,  should  be  shown  by  the  teacher,  in  an 
endeavor  by  all  possible  means  to  make  the  civilization  of  the 
country  real  to  the  children.  They  should  fairly  live  in  each 
country  as  tiiey  tudy  it.  The  topics  need  not  necessarily  be 
taken  in  this  order,  and  often  the  institutions  are  so  interrelated 
that  they  cannot  be  easily  separated.  The  work  should  be  in  the 
concrete ;  the  life  of  some  representative  man  may  show  the  mean- 
ing of  the  state  at  a  certain  period  better  than  a  lecture  on  the 
period  would.  A  picture  of  a  gladiatorial  contest  in  the  Coliseum 
would  mean  more  than  a  bare  statement. 

At  every  point  comparison  should  be  drawn  between 
the  physical  features,  political  history,  and  civilization 


264  ORGANIC  EDUCATION. 

of  the  country  studied,  and  the  same  aspects  of  other 
countries  of  the  past  and  of  the  present,  especially  our 
own. 

1.  Measure. 

Considerable  attention  to  measure  will  be  needed  in 
order  that  the  children  may  gain  correct  ideas  of  the 
physical  environment,  cost  of  production  or  manufac- 
ture and  its  effect  upon  our  home  market,  size  of 
country  and  population  to  the  square  mile  as  compared 
with  similar  facts  for  our  own  and  other  countries,  the 
percentage  of  illiteracj^  the  extent  of  commerce,  cost 
of  the  government  and  of  individual  living,  taxation, 
wages,  profit  and  loss  on  the  export  and  import  of 
products. 

2.  Nature-Study. 
Gravitation. 
Weight. 

Density  of  bodies. 
Balances. 
Levers. 

Levers  in  the  human  body. 

Sun-dial. 

Pendulum. 

Clock. 

Specific  gravity. 

3.  Expression. 

The  ideas  gained  in  regard  to  the  civilization  of  each 
country  should  be  expressed  in  all  ways  possible,  as, 
for  example,  by  drawing  maps,  writing,  making  collec- 
tions of  pictures,  building  temples  and  cathedrals  and 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       265 

painting  historic  ornaments.     Lists  of  pictures,  statues, 
etc.,  to  be  used  for  this  purpose,  are  given  below. 
The  following  outline  will  be  found  useful :  — 

I.  The  Preparation  of  Europe  for  Civilization. 
Brief  view  of  the  geological  changes  determining  the  present 

physical  conditions  of  Europe.  Causes  of  the  geologic  epochs. 
Present  appearance,  taking  significant  structural  regions,  and 
showing  influence  of  these  upon  outline,  drainage,  climate,  pro- 
ductions, and  history.  Early  inhabitants  :  river-drift  men,  cave- 
men, Iberians,  Aryans.  Aryans  as  wandering  tribes.  General 
view  of  the  order  of  development  of  civilization.  Poems  and 
prose  wi-itings,  to  show  the  wonder  and  grandeur  of  nature,  the 
patience  of  nature  to  perfect  life.  Early  myths  showing  the 
vague  and  unscientific  nature  of  the  explanation  of  natural  phe- 
nomena. Pictures  of  grand,  majestic,  and  beautiful  scenery. 
Music:  hymns  of  praise,  songs  with  majestic  movement.  Use  of 
form  and  number  to  induce  definite  concepts  of  length  and  causes 
of  geologic  ages,  the  building  of  the  continent,  time  of  early 
inhabitants,  etc. 

II.  Civilizations  of  Europe  that  have  contributed 
LARGELY  TO  OUR  OwN.  —  Greece  (to  illustrate  plan  of  study). 

1.  Outline  of  boundaries  placed  on  physical  map.  Decide  the 
physical  conditions  and  give  important  details.  Significance  of 
physical  features  in  history,  location  of  historic  places  and  impor- 
tant cities. 

2.  View  from  the  Acropolis  at  Athens,  its  geographical  signifi- 
cance, the  explanation  of  its  beauty. 

3.  Historical  development  traced  through  concrete  illustrations. 
Legendary  period,  Trojan  war,  Lycurgus  and  Solon,  battles  of 
Thermopylae  and  Marathon,  Pericles,  Alexander  the  Great,  Fall 
of  Corinth,  Destruction  of  the  Parthenon,  Byron  and  the  Greeks, 
the  revival  of  the  Olympian  games,  Greece  to-day.  Trace  our  in- 
debte  iness  to  them  and  our  present  relations.  Suggestions  as  to 
the  future  of  Greece. 

4.  Story  of  the  Iliad  and  Odyssey/.  Some  important  myths  and 
their  interpretation. 


266  ORGANIC  EDUCATION. 

5.  Study  of  sun-dial  and  water-clock. 

6.  Pictures  or  sculpture  showing  the  finest  specimens  of  archi- 
tecture and  statuary.  Greek  life  and  story  as  depicted  by  artists 
of  other  countries  (as  David,  Leighton,  Alma  Tadema,  Coomans, 
and  Flaxman).     Pictures  showing  scenery  in  Greece. 

7.  Proportion  used  by  Greeks  in  temples,  vases,  statues,  etc. 

8.  Music :  of  a  cheery  and  vivacious  nature. 

9.  Expression :  show  plan  of  Athens  by  means  of  sand  table, 
placing  temples  on  Acropolis,  locating  agora,  stadium,  etc.  Build 
the  Parthenon  with  blocks,  draw  and  paint  historic  ornament, 
mould  vases,  make  chariots,  illustrate  note-books  by  drawing  and 
painting. 

in.  States  of  Europe  in  Cooperation  with  the  United 
States. 

IV.  States  of  Europe  having  Little  Significance  for 
the  United  States. 

Statuary: — 
Laocoon. 

Niobe  Mother.     Florence. 
Minerva.     Vatican,  Rome. 
Michael  Angelo,  Moses.     Rome. 
Jean  de  Bologna,  Mercury.     Florence. 
Venus  de  Milo.     Louvre,  Paris. 
Ariadne.     Vatican. 
Apollo  Belvedere.     Vatican. 
Nike  of  Samothrace. 

Reliefs  :  — 

Elgin  Marbles. 
Nike  tying  Sandal. 
Nike  placing  Trophy. 
Delia  Robbia. 

Pictures : — 

Raphael,  Sistine  Madonna. 

Raphael,  Transfiguration.     Vatican. 

Michael  Angelo,  Three  Fates. 

Michael  Angelo,  Last  Judgment.     Sistine  Chapel,  Rome. 


THE    WORK  OF  THE  GRADES,  IN  OUTLINE.      267 

Michael  Angelo,  Ceiling  of  Sistine  Chapel. 
Leonardo  da  Vinci,  Last  Supper.     Milan. 
Millet,  Angelus.     Carnegie  Collection,  Pittsburg. 
Carlo  Dolci,  Mater  Dolorosa.     Dresden  Gallery. 
Reynolds,  Angel  Heads.     National  Gallery,  London. 
Roe,  Joan  of  Arc. 
Pradilla,  Sui-render  of  Granada. 

Spengenberg,  Luther  introduced  to  the  Home  of  Frau  Cotta. 
Notte,  Hannibal  crossing  the  Rhone. 
Jules  Lecompte  du  Nouy,  Demosthenes. 
Checa,  Roman  Chariot  Race. 
David,  Death  of  Socrates. 
Photographs  :  — 
Rialto,  Venice. 
Bridge  of  Sighs,  Venice. 
Piazzetta  S.  Marco,  Venice. 
Cortile  del  Palazzo  Ducale,  Venice. 
St.  Mark's,  Venice. 
Grand  Canal,  Venice. 
Campanile  S.  Giorgio,  Venice.' 
Doge's  Palace,  Venice. 
Porta  S.  Andre,  Genoa. 
Statue  of  Columbus,  Genoa. 
S.  Lorenzo,  Genoa. 
Notre  Dame,  Paris. 
Boulevards,  Paris. 
Church  of  Madeleine,  Paris. 
Le  Nouveau  Louvre,  Paris. 
Cathedral,  Amiens. 
Cathedral,  Cologne. 
Giotto's  Tower,  Florence. 
Ghiberti's  Gates,  Baptistery,  Florence. 
Palazzo  Vecchio,  Florence. 
Temple  of  Vesta,  Rome. 
Tarpeian  Rock,  Rome. 
Castle  and  Bridge  of  St.  Angelo,  Rome. 
St.  Peter's,  Rome. 
The  Forum,  Rome. 


268  ORGANIC  EDUCATION. 

Palace  of  the  Caesars,  Kome. 
Coliseum,  Rome. 

Arches  of  Constantine  and  Titus,  Rome. 
Campo  Santo,  Pisa. 

Cathedral,  Baptistery,  and  Leaning  Tower,  Pisa. 
Pulpit  in  Baptistery,  Pisa. 
Parthenon,  Athens. 
Cathedral,  Milan. 
Cathedral,  Burgos. 
Cathedral,  York. 
Bay  of  Naples. 
Lion  of  Lucerne. 
Guild  Halls  at  Brussels. 
Canals  in  Holland. 
Edinburgh  Castle. 
Westminster  Abbey. 
Parliament  Houses,  London. 
Milan  Cathedral. 
Cologne  Cathedral. 
Stories  Suggested  :  — 
The  Golden  Fleece. 
Scylla  and  Charybdis. 
Aurora. 
Iliad. 
Odyssey. 
Prometheus, 
^neas. 
Virginia. 
Horatius. 

Stories  from  Hawthorne's  Wonder  Book. 
Siegfried. 
William  Tell. 
Story  of  Roland. 
Joan  of  Arc. 
Robin  Hood. 
Rolert  Bruce. 
Harold. 
King  Arthur. 


THE    WORK  OF  THE   GRADES,  IN    OUTLINE.       269 

Ca3sar. 

William  the  Silent. 
Don  Quixote's  Adventures  (selected). 
Irving,  Descriptions  from  Alhambra. 
William  Lisle  Bowles,  On  the  Rhine. 
Yonge,  Book  of  Golden  Deeds.     Selections. 
Baldwin,  Nibelungen  Stories. 

The  Nixy's  Chord.     Cosmopolitan,  September  and  October,  1895. 
The  Hero  of  Haarlem. 
Rogers,  There  is  a  Glorious  City  in  the  Sea. 
The  Dog  of  Flanders. 
Books  for  Teachers  :  — 
Von  Falke,  Greece  and  Rome. 
Guerber,  Myths  of  Greece  and  Rome. 
Gayley,  Classic  Myths. 
Lubke,  History  of  Art. 
Von  Reber,  Ancient  Art. 
Schliemann,  Mycenae  and  Tiryns. 
Hanson,  The  Land  of  Greece. 
Blumner,  Home  Life  in  Ancient  Greece. 
Wilkinson,  Greek  College  Course  (Speech  of  Demosthenes). 
Hawthorne,  The  i\Larble  Faun. 
Mahaffy,  Pictures  of  Greece. 
Church,  Stories  of  the  Old  World. 
Gardner  and  Jevons,  Grecian  Antiquities. 
Manning,  Italian  Pictures. 

Preston  and  Dodge,  Private  Life  of  the  Roman. 
Forbes,  Rambles  in  Rome. 
Lytton,  Last  Days  of  Pompeii. 
Macaulay,  Lays  of  Ancient  Rome. 
Howells,  Italian  Journeys. 
George  Eliot,  Romola. 
Bryant,  Translation  of  Iliad  and  Odyssey. 
De  Amicis,  Holland  and  its  People,  Spain,  Studies  of  Paris. 
Allen,  Great  Cathedrals  of  the  World. 
Symonds,  Renaissance  in  Italy. 
Ruskin,  Stones  of  Venice. 
Conway,  Flemish  Artists. 


270  OBGANIC  EDUCATION. 

Owen  Jones,  Grammar  of  Ornament. 

Gibson,  Sharp  Eyes. 

Morley,  Song  of  Life. 

Morley,  Life  and  Love. 

Lubbock,  The  Beauties  of  Nature. 

Fiske,  Excursions  of  an  Evolutionist. 

Fiske,  Darwinism. 

Poulton,  The  Colors  of  Animals ;  their  Meaning  and  Uses. 

Hamlin,  Pictures  from  English  Literature. 

Wright,  Children's  Stories  from  English  Literature. 

Harrison,  New  Calendar  of  Great  Men. 

Bolton,  Famous  Voyagers  and  Explorers. 

Smiles,  Men  of  Invention  and  Industry. 

Kingsley,  Roman  and  Teuton. 

Du  Chaillu,  The  Viking  Age. 

Dippold,  The  Ring  of  the  Nibelung. 

Frost,  The  Wagner  Story  Book. 

Adams,  Civilization  during  the  Middle  Ages. 

Lacroix,  Manners,  Customs,  and  Dress  of  the  Middle  Ages. 

Burckhardt,  Civilization  of  the  Renaissance. 

Gardiner,  Short  History  of  England. 

Taine,  History  of  English  Literature. 

Rogers,  Story  of  Holland. 

H.  R.  Haweis,  My  Musical  Memories. 

Holmes,  Our  Hundred  Days  in  Europe. 

Meyers,  General  History. 

Goldsmith,  The  TraveUer. 

V.  Hugo,  Les  Miserables. 

Motley,  Rise  of  the  Dutch  Republic. 

Books  that  may  be  read  by  the  Children:  — 

Hawthorne,  Wonder  Book. 
Hawthorne,  Tanglewood  Tales. 
Baldwin,  Story  of  Siegfried. 
Baldwin,  Story  of  Roland. 
J.  Andrews,  Ten  Boys. 
Butterworth,  Zigzag  Journeys. 
Martineau,  Peasant  and  Prince. 


THE    WORK   OF  THE  GRADES,  IN  OUTLINE.       271 

Pyle,  Men  of  Iron. 

Doyle,  The  White  Company. 

Brooks,  Chivah'ic  Days. 

Bolton,  Girls  who  became  Famous. 

Bolton,  Boys  who  became  Famous. 

Dodge,  Hans  Brinker. 

Scott,  Ivanhoe. 

Dodge,  The  Land  of  Pluck. 

Ewing,  Jan  of  the  Windmill. 

Hughes,  Tom  Brown  at  Rugby. 

Henty,  The  Lion  of  St.  Mark's. 

Henty,  Wulf  the  Saxon. 

Coe,  Modern  Europe. 

Cervantes,  Don  Quixote. 

Living,  The  Alhambra. 

Pratt,  Northern  Europe. 

Taylor,  Boys  of  Other  Countries. 

Scott,  Tales  of  a  Grandfather. 

Kingsley,  Greek  Heroes. 

Lamb,  Adventures  of  Ulysses. 

Lamb,  Tales  from  Shakespeare. 

Ruskin,  King  of  the  Golden  River. 

Dickens,  Child's  History  of  England. 

Dickens,  Dombey  and  Son.     (As  arranged  for  children.) 

Yonge,  Histories  of  European  Countries. 

Yonge,  Heroes  of  the  Seven  Hills. 

Aguilar,  Days  of  Bruce  and  Vale  of  Cedars. 

Church,  Stories  of  the  Old  World. 

Baldwin,  Stories  of  the  Olden  Time,  The  Horse  Fair. 

Bulwer  Lytton,  Last  Days  of  Pompeii,  and  Rienzi. 

Frost,  Wagner  Story  Book. 

Bodley  Books. 

Vassar  Girls. 

Plutarch  for  Boys  and  Girls. 

Hamlin,  Pictures  from  English  Literature. 

Wright,  Stories  from  English  Literature. 

Barr,  A  Bow  of  Orange  Ribbon. 

Butterworth,  Little  Arthur's  History  of  Rome. 


272  ORGANIC  EDUCATION. 

Grade  B  6. 
A.    ANALYSIS    OF   CHARACTER. 

Besides  the  spirit  of  competition,  investigation,  com- 
mercial enterprise  and  desire  for  finding  relations  char- 
acteristic of  the  preceding  grade,  there  is  manifested 
now  a  still  greater  desire  for  relating  and  comparing 
knowledge,  for  generalizing  and  organizing.  On  the 
positive  side  this  appears  as  a  desire  for  authoritative 
knowledge ;  on  the  negative  side  as  a  tendency  to 
scepticism. 

B.    ETHICAL   AIMS. 

The  aim  here  should  be  to  show  that  science  confirms 
histor}^  that  the  ideals  which  have  lived  through  his- 
tory are  the  real.  The  commercial  standard  is  for  the 
day,  the  ethical  is  for  all  time.  Facts,  books  of  refer- 
ence, experiments  in  science,  the  making  of  history  as 
seen  in  current  events,  should  be  used  to  satisfy  the 
desire  for  authority  and  relationship. 

The  material  for  this  grade  is  abundant  because  of 
the  contrast  between  the  old  ideas  and  the  new,  and  the 
opportunity  of  seeing  the  effect  of  the  new  upon  the 
old  in  the  awakened  enterprise  of  some  of  the  oldest 
countries.  Differences  in  ways  of  living,  in  religious, 
political,  and  industrial  ideals,  bring  out  clearly  our 
advantages,  and  also  prevent  the  narrow  conceptions 
Avhich  a  study  of  people  with  ideas  more  nearly  like 
our  own  might  tend  to  form. 

C.  GENERAL  STATEMENT  OF  MATERIAL. 

In  this  grade  we  study  the  scene  of  the  earliest 
development  of  part  of  our   race.     We  view  Asia  to 


THE   WORK  OF  THE  GRADES,  IN  OUTLINE.       273 

learn  the  significance  of  the  past  and  the  conditions  of 
the  present,  and  to  anticipate  the  probable  future  rela- 
tions between  this  neighbor  and  ourselves.  We  study 
histoiically  the  physical  features  of  Asia,  to  see  what 
was  provided  by  nature  before  nature  was  modified  by 
man,  to  anticipate  the  adaptations  which  will  be  neces- 
sary, and  the  difficulties  which  must  be  overcome.  On 
this  physical  basis  we  construct  the  history  of  each 
political  division,  in  its  order  of  development,  and 
become  familiar  somewhat  in  detail  with  its  past  and 
present  civilization. 

Although  the  children  by  this  time  should  have  considerable 
powei-  in  filling  with  life  the  form  and  coloring  of  a  map  or  the 
word  symbols  in  a  description,  the  concrete  in  the  form  of  a  story, 
poem,  or  the  colored  pictures  now  so  easily  obtained,  will  be  of  the 
greatest  value. 

On  this  physical  basis  we  trace  the  life  that  appeared 
on  the  continent,  the  rise,  culmination,  and  decline  of 
ancient  nations,  and  their  influence  upon  the  civiliza- 
tion of  our  own.  This  study  is  followed  by  a  view  of 
the  political  divisions  as  they  exist  at  the  present  time. 

History,  as  it  is  being  made  in  Asia  as  well  as  in  other  conti- 
nents, requires  daily  following.  Hence  text-books  and  even  the 
current  magazines  will  be  found  not  altogether  satisfactory.  The 
daily  paper  (although  unfortunately  not  always  reliable)  is  a  neces- 
sity in  carrying  on  this  study. 

Comparisons  should  be  made  with  continents  studied  before. 
All  possible  aids  should  be  summoned,  as  pictures,  books,  maps, 
products,  to  secure  definite  conceptions  of  the  life  of  the  people. 
Number  and  form  should  be  employed  wherever  exactness  is 
desirable.  Translations  of  some  of  the  Asiatic  writers  (especially 
Persian  and  Indian),  as  well  as  the  writings  of  European  and 
American  travellers,  will  help  to  make  conceptions  vivid.  All  of 
the  various  means  of  ex*pression  should  be  used. 


274  ORGANIC  EDUCATION. 

The  children  should  be  given  some  of  the  old  San- 
skrit root  words  common  to  different  branches  of  the 
race. 

1.  Measure. 

For  definiteness  of  conception,  form  and  number  must 
be  used  constantly.  To  compare  life  in  Asia  and 
America,  the  children  must  have  a  definite  knowledge 
of  many  things  which  before  they  have  known  but 
vaguely.  In  comparing  home  life,  the  children  inquire 
into  the  size  and  cost  of  the  lots  upon  which  their 
homes  are  built;  they  ask  what  determines  the  value 
and  advantage  of  different  sites.  They  learn  the  com- 
parative value  and  cost  of  different  materials  used  in 
building,  and  cost  of  constructing  buildings  of  different 
kinds.  They  learn  the  source  and  cost  of  various  fur- 
nishings, especially  those  from  Asia.  The  children 
obtain  samples  of  materials  and  facts  as  to  cost  wher- 
ever possible,  and  these  furnish  the  basis  for  the  under- 
standing of  the  conditions  of  their  own  living  and 
comparisons  with  and  relation  to  the  life  in  Asia.  The 
teacher  furnishes  the  facts  for  the  problems  when  the 
children  are  unable  to  obtain  them.  (This  calls  for 
the  use  of  the  daily  newspaper.)  Such  work,  of  course, 
makes  necessary  a  knowledge  of  fractions,  decimals, 
percentage,  interest,  measures  and  standards,  and  busi- 
ness forms  for  exchange. 

2.  Expression. 

Maps  to  show  physical  features,  products,  compara- 
tive freedom  of  government,  development  in  history  ; 
drawings  and  paintings  to  show  the  conventionalizing 
of  natural  forms  for  the  purpose  of  art ;  reproduction  of 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       275 

art  forms  typical  of  different  peoples,  and  designing 
from  this  basis ;  planning  of  typical  houses  and  design- 
ing of  furnishings ;  drawing  and  making  suggested  by 
the  science  work ;  oral  and  written  language. 

3.  Nature-Study. 

Stones  and  soil. 

Pressure  of  liquids. 

Atmospheric  pressure. 

Barometer. 

Pump. 

Molecular  action. 

Circulation  in  animals. 

Capillarity  in  plants. 

Study  of  flowers  and  fruits  cultivated  in  our  own 
country  but  native  to  Asia,  as  the  rose,  chrysanthemum, 
tulip ;  the  apple,  pear,  plum. 

The  following  outline  is  proposed  as  a  guide  in  the  planning  of 
work  for  this  grade. 

I.   Early  Condition  of  Asia. 

1.  Brief  account  of  the  geological  history  of  Asia.  Present 
appearance  as  to  physical  features. 

2.  Study  of  soils :  power  to  absorb  and  retain  heat,  power  to 
absorb  and  retain  moisture,  relation  of  soils  to  plant  and  animal 
life.  Study  of  air  :  weight,  pressure,  compressibility.  Work  of  a 
stream :  wearing,  carrying,  depositing. 

3.  Habitat  of  races.  General  idea  of  the  different  races ;  their 
distribution  ;  the  identification  of  Europeans  and  Americans. 

4.  Asiatic  myths  of  creation.  Bible  and  other  accounts  of  the 
flood.  From  the  idea  of  a  common  origin  should  grow  the  feeling 
of  toleration  and  brotherhood.     Literature  to  illustrate  this  point. 

5.  Pictures  which  illustrate  the  early  myths  of  creation  (as  Days 
of  Creation  by  Burne-Jones,  Mirrors  of  Time  by  F.  McGregor,  etc.). 


276  ORGANIC  EDUCATION 

Pictures  which  iUustrate  the  idea  of  brotherhood.     Pictures  which 
give  definite  ideas  of  scenery  in  Asia. 

6.  Comparison  with  other  continents  studied  to  give  definite 
ideas  of  relative  extent,  elevation,  fertile  and  barren  regions, 
drainage,  climate,  and  productions.  Study  of  percentage.  Maps 
to  show  geological  changes  and  physical  features. 

7.  Diagram  of  races ;  maps  to  show  location. 

11.   Development  of  Ancient  Civilizations. 

1.  Migration  of  the  Aryans.  Early  development  of  Hindoos. 
Development  of  people  in  Tigris  and  Euphrates  Valley.  Hebrews. 
Persians.  (The  study  of  Cyrus  the  Great  may  be  used  to  unify 
this  work  and  be  made  to  cover  the  essential  points  to  be  ab- 
stracted.)    The  Chinese  and  Japanese. 

2.  Location  of  civilizations  on  physical  map.  Study  of  details 
of  physical  features,  where  significant. 

3.  Some  of  the  old  myths  of  Aryan  origin,  with  their  interpreta- 
tion. Selections  from  the  Vedas  and  stories  from  the  Mahabharata. 
Show  ideals  of  the  Persians  from  the  Zend  Avesta.  Ideals  of  the 
Hebrews  from  the  Bible.  Show  character  of  the  Chinese  and 
Japanese  through  literature.  Sohrab  and  Rustum  used  for  ex- 
tended study  (Matthew  Arnold's  version  used  principally). 

4.  Typical  illustrations  from  Hindoo,  Persian,  Chinese,  and 
Japanese  art,  in  architecture,  ornamental  designs,  pottery,  fabrics, 
etc. 

5.  Music  that  simulates  Oriental  effects ;  airs  from  Peer  Gynt 
Suite  by  Grieg,  and  Persian  Garden  by  Lehman,  On  Wings  of  Song 
and  Suleika  (allegro)  by  Mendelssohn. 

6.  Comparisons,  by  use  of  number  and  form,  to  give  definite 
ideas  of  extent,  population,  resources,  cost  of  living,  relation  to  the 
United  States. 

7.  Study  of  barometer :  construction,  use.  Study  of  pumps : 
lifting,  force,  construction,  uses.  Study  of  flowers  native  to  Asia; 
rose,  tulip,  chrysanthemum. 

8.  Place  outline  of  countries  on  physical  map.  Draw,  paint, 
make,  mould,  illustrate  by  pictures  the  institutional  life  and  nat- 
ural environment.  Describe  and  illustrate  the  work  in  nature- 
study. 


THE   WORK   OF  THE  GRADES,  IN    OUTLINE.       277 

III.   Condition  of  Asia  at  the  Present  Time. 

1.  Brief  history  of  the  English  in  Asia,  of  the  French,  of  the 
Germans,  of  the  Russians.  Show  influence  on  social  conditions. 
(Use  concrete  illustrations,  as  Warren  Hastings  as  type  of  English 
viceroy.) 

2.  Show  extent  of  influence  of  the  European  nations  in  area. 
Compare  extent  of  influence  and  command  of  resources.  Relation 
to  the  United  States.  Countries  not  affected  by  Western  civiliza- 
tion to  any  appreciable  extent.  Significant  physical  features  of 
countries  studied. 

3.  Literature  (suitable  for  children)  by  Europeans  or  Ameri- 
cans tinged  by  influence  from  Asia,  as  Kipling's  stories,  Lafcadio 
Hearn's  stories,  Moore's  Lalla  Rookh,  extracts  from  Light  of  Asia 
by  Arnold. 

4.  Pictures  of  Asiatic  life  or  subjects  by  European  or  Ameri- 
can artists. 

5.  Study  of  liquids:  pressure,  buoyancy,  capillarity  in  plants, 
circulation  of  blood. 

IV.   Probabilities  as  to  the  Future. 

Follow  changes  in  boundaries,  possessions,  and  use  of  inven- 
tions, as  modifying  life  and  products.  Follow  influence  of  and 
results  upon  the  United  States. 

Through  magazines  and  newspapers,  follow  changes  in  situa- 
tion in  China,  Indo-China,  Asiatic  Russia,  and  all  parts  of  Asia 
undergoing  modification. 

Keep  scrap-books  of  clippings,  articles,  and  pictures  showing 
progress  of  events. 

Reading  for  Children:  — 
Andrews,  Jane,  Ten  Boys. 
Bacon,  Alice  M.,  Japanese  Girls  and  Women. 
Bacon,  Alice  M.,  A  Japanese  Inte  rior. 
Bacon,  G.  B.,  Siam. 
Wise,  Boy  Travellers  in  Arabia. 
Greey,  Young  Americans  in  Japan. 
Vincent,  Land  of  the  White  Elephant. 
Steel,  Flora,  Tales  of  the  Punjab. 


278  ORGANIC  EDUCATION. 

Kipling,  Jungle  Stories. 

E.  Arnold,  Youth  of  Buddha,  Light  of  Asia. 

M.  Arnold,  Sohrab  and  Rustum  (selections). 

Hale,  Arabian  Nights. 

Pratt,  Stories  of  India. 

Pratt,  Stories  of  China. 

Andrews,  Each  and  All  (Chinese  Girl). 

Pratt,  Story  Land  of  Stars. 

Miller,  Littb  People  of  Asia. 

Magazine  Articles:  — 

Yan  Phon  Lee,  Boys  and  Girls  of  China,  St.  Nicholas,  Vol.  17, 
p.  362. 

M.  F.  Upton,  Chinese  Girl  Slaves,  Youth's  Companion,  Vol.  64, 
p.  270. 

C.  D.  Weldon,  Kites  of  the  Japanese,  Harper's  Young  People, 
Vol.  15,  p.  529. 

R.  Wildman,  A  New  Year's  Day  in  Singapore,  Youth's  Com- 
panion, Vol.  67,  p.  7. 

Z.  Cocker,  Amusements  and  Manners  in  the  Celestial  Empire, 
Harper's  Young  People,  Vol.  13,  p.  422 ;  Vol.  14,  p.  692. 

Adele  M.  Field,  An  Elephant  Hunt  in  Siam,  St.  Nicholas, 
Vol.  18,  p.  151. 

V.  Gribayedoff,  A  Siberian  Tiger  Hunt,  Harper's  Young  People, 
Vol.  14,  p.  853. 

A.  J.  Grant,  A  Chinese  Junk,  Youth's  Companion,  Vol.  64, 
p.  388. 

Viceroy  of  India,  Youth's  Companion,  Vol.  66,  p.  572. 

Chinese  Exclusion,  Youth's  Companion,  Vol.  66,  p.  292. 

New  Treaty  with  China,  Youth's  Companion,  Vol.  67,  p.  412. 

Books  of  Reference  :  — 

Clark,  The  Ten  Great  Religions. 

Finch,  Lotus-Time  in  Japai . 

Miller,  Little  People  of  Asia. 

Jane  Andrews,  Ten  Boys. 

Benjamin,  Story  of  Persia. 

Knox,  Siam  and  Java. 

Moore,  Fire  Worshippers  (Lalla  Rookh), 


THE   WORK  OF  THE  GRADES,  IN    OUTLINE,       279 

Benjainiu,  Persia  and  the  Persians. 

Taylor,  Origin  of  the  Aryans. 

Fiske,  Excursions  of  an  Evolutionist. 

llolcombe,  The  Real  Chinaman. 

Smith,  Chinese  Characteristics. 

Coltman,  The  Chinese,  Their  Present  and  Future. 

Yan  Phon  Lee,  When  I  was  a  Boy  in  China. 

Norman,  The  Real  Japan. 

Rein,  The  Industries  of  Japan. 

Vincent,  Through  and  Through  the  Tropics  (India). 

Arnold,  Indian  Myths.  « 

Arnold,  Light  of  Asia. 

Henty,  With  Lord  Clive  in  India. 

Zimmern,  Firdusi's  Epic  of  the  Kings. 

O 'Donovan,  Story  of  the  Merv. 

Kennan,  Siberia. 

Perrot  and  Chipiez,  Chaldea. 

Fergnsson,  History  of  Architecture. 

Liibke,  History  of  Art. 

Church,  Stories  from  the  East  hy  Herodotus. 

Guyot,  Earth  and  Man. 

Tomlinson,  Rain  Cloud  and  Snow  Storm. 

King,  The  Soil. 

Gering,  A  Ride  Through  Asia  Minor  and  Armenia. 

Lafcadio  Hearn  and  Robert  Blum,  Sketches  of  Japanese  Life. 

Taylor,  Travels  in  Central  Asia. 

Taylor,  Travels  in  Japan. 

Taylor,  Travels  in  Arabia. 

Taylor,  Travels  in  Slam. 

Reclus,  The  Earth  and  Its  Inhabitants,  Vol.  II. 

Butterworth,  Zigzag  Journeys  in  India. 

Douglas,  China. 

French,  Our  Boys  in  China. 

French,  Our  Boys  in  India. 

Knox,  Japan. 

Knox,  China. 

Knox,  Overland  Through  Asia. 

Knox,  The  Boy  Travelers  in  the  Far  East. 


280  ORGANIC  EDUCATION. 

Knox,  Siara  and  Java. 

Rawlinson,  Five  Great  Monarchies  of  the  Ancient  World. 
Perrot  and  Chipiez,  History  of  Art  (Persia). 
Ragozin,  Story  of  Chaldea. 
A.  M.  Fnlde,  A  Corner  of  Cathay. 

Ragozin,  Z.  A.,  Story  of  the  Nations  Series ;  Chaldea,  Assyria, 
Media,  Babylon,  Persia,  Vedic  India. 
Keene,  Asia. 

Pictures: — 

Sargent's  pictures  in  Boston  Library. 

Photographs  and  photochroms  of  scenery,  views  of  cities,  and 
pictures  showing  the  industries  and  art  of  Asia. 

Chinese  and  Japanese  pictures. 

A  collection  should  be  made  of  objects  showing  the  art  and 
industry  of  the  people  of  Asia. 

Michael  Angelo,  Moses. 

Michael  Angelo,  Prophets  and  Sibyls. 

Verastchagin,  The  Taj. 

Schreyer,  Arabian  Outposts. 

Schreyer,  Kabyl. 

Schreyer,  Arab  Sheik  Travelling. 

Vernet,  Daniel. 

Tissot,  Pictures  from  the  Life  of  Christ. 


Grade  A  6. 
A.    ANALYSIS   OF   CHARACTER. 

The  dominant  interest  in  this  grade  seems  to  be  a 
desire  to  know  how  results  are  accomplished,  how 
things  came  to  be  as  they  are,  and  how  means  can  be 
used  to  secure  certain  ends.  The  pupils  are  also  in- 
terested in  causes  in  history,  explanations  of  mechanical 
processes,  descriptions  of  inventions,  and  explanations 
of  physiological  organs  and  their  functions. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       281 
B.    ETHICAL    Al^r. 

In  order  that  the  dominant  interest  of  this  grade  may- 
be satisfied  the  children  should  be  led  to  see  nations 
in  the  making,  together  with  the  forces,  instruments, 
organs,  and  laws  by  means  of  which  they  have  come  to 
be  what  they  are.  The  children  should  discover  how  a 
new  environment  influences  an  old  race,  and  how  an 
ancient  people  may  be  regenerated  by  the  influx  of  a 
new  civilization.  These  things  should  be  related  to 
their  own  lives  and  to  the  national  life. 

C.  GENERAL  STATEMENT  OF  MATERIAL. 

The  remaining  continents  are  studied  in  this  grade 
after  the  same  plan  as  that  previously  used :  Africa,  the 
home  of  probably  the  oldest  civilization,  and  Australia, 
the  home  of  the  youngest.  -^  Here  the  interest  will  per- 
haps be  equally  divided  between  the  achievements  of 
the  older  civilization  and  the  progressive  developm'fent 
of  the  younger. 

The  civilization  of  the  world  has  now  been  surveyed 
in  broad  outlines,  and  by  this  means  all  the  previous 
study  of  race  development  has  been  reviewed,  and  each 
part  related  to  the  whole. 

MATERIAL. 

Africa,  Australia,  and  the  islands  of  the  Pacific  Ocean 
in  their  contrast  with  our  own  country,  with  the  litera- 
ture, art,  and  related  nature-study,  furnish  good  material 
with  which  to  carry  out  this  purpose. 
1.   Measure. 

The  work  begun  in  the  grade  below  is  continued  in 


282  ORGANIC  EDUCATION. 

this  grade,  the  purpose  being  to  make  clearer  the  com- 
plex relations  under  which  we  are  living,  the  interrela- 
tion of  all  life  and  the  necessary  cooperation  which  this 
involves.  The  progress  from  the  bare  necessities  of 
living  to  comfort,  convenience,  and  luxury,  together 
with  the  inventions  and  industries  used  in  this  progress, 
become  familiar  through  the  comparisons  made.  Those 
inventions  and  industries  which  affect  our  own  living, 
and  may  be  studied  at  first  hand,  as  carpeting,  paper- 
ing, plastering,  etc.,  are  the  ones  which  may  be  given 
the  most  attention.  Business  operations  (as  those 
involving  profit  and  loss,  and  interest)  coming  within 
the  comprehension  of  the  children,  should  be  taught 
them. 
2.   Science. 

Light. 

The  eye.     (Structure  and  care.) 

Lenses. 

Microscope. 

Telescope. 

Solar  spectrum. 

Color. 

Camera. 

Study  plant  and  animal  life  with  the  microscope. 
(The  subjects  for  study  are  determined  by  the  material 
the  children  bring  in.) 

The  following  outline  may  be  followed  in  the  work 
for  this  grade  :  — 

I.  How  AN  Old  Civilization  worked  out  its  Problem  — 
Egypt. 

1.  Physical  features  of  Africa  —  general  view.  Details  of  valley 
of  the  Nile. 


THE    WORK   OF  THE   GRADES,  IN   OUTLINE.       283 

2.  Concrete  illustration  of  each  epoch  of  history  from  which  to 
abstract  the  civilization  of  the  time:  as  pyramids  and  sphinxes, 
Moses,  temple  of  Karnak,  Cleopatra,  the  English  in  Egypt.  Com- 
pare the  institutions,  achievements,  and  instrumentalities  of  each 
epoch  with  our  own. 

3.  Astronomical  discoveries  and  advantages  for  observation. 
Study  of  light :  its  nature ;  theories  about  it.  Kinds  of  bodies : 
self-luminous,  non-luminous,  illuminated.  Media  for  transmis- 
sion: transparent,  translucent,  opaque.  Sources  of  light:  sun, 
stars,  chemical  action,  mechanical  action,  friction,  percussion. 
Propagation  of  light,  direction,  velocity,  shadows. 

4.  Examples  of  Egyptian  literature  showing  the  ancient  Egyp- 
tian ideas  of  life.  Selections  from  :  Ruskin's  P^thics  of  the  Dust ; 
The  Lost  Arts,  by  Wendell  Phillips;  Uarda,  and  An  Egyptian 
Princess,  by  Ebers. 

5.  Study  of  examples  of  Egyptian  architecture  and  ornament. 
Pictures  of  Egypt  by  good  artists:  places,  buildings,  events, 
scener3^ 

6.  Comparison  with  other  continents  and  other  countries  in 
order  to  attain  to  clear  concepts.  Mathematical  concept  worked 
out  by  the  Egyptians,  as  shown  in  their  building.  Work  on 
areas.     Tiling  and  bricklayi'ng. 

7.  Maps  to  show  physical  features  of  Africa  and  position  of 
Egypt.  Building  or  making  of  Egyptian  temple;  drawing  or 
painting  of  columns  and  historic  ornament. 

II.  Old  Nations  Crystallized  and  PtEGENERATED  —  Bar- 
BARY  States. 

1.  Physical  features  as  influencing  history  ;  history  and  present 
condition;  importance. 

2.  Story  of  ^neas  at  Carthage. 

3.  Study  of  carpeting. 

III.  New  Civilizations  in  the  Making  —  Southern  Africa. 

1.  History  of  colonization  as  compared  with  our  own.  What 
we  can  learn  from  colonial  history. 

2.  Detailed  study  of  physical  features  in  order  to  an  under- 
standing of  present  conditions  and  a  forecasting  of  the  future. 

3.  Comparisons  by  use  of   form  and  number  to  give  definite 


284  ORGANIC  EDUCATION. 

ideas  of  extent,  population,  resources,  and  relation  to  our  country. 
Study  of  plastering. 

4.  Study  of  reflection  and  refraction.  Study  of  lenses,  of  micro- 
scope, telescope ;  structure  and  use.  Study  of  human  eye.  Use 
of  microscope  in  studying  plants  and  animals. 

5.  Read  The  Man  Wonderful,  by  Allen  ;  selections  from  the 
Bigiow  Papers,  Ode  read  at  Concord,  Under  the  Old  Elm,  An 
Ode  for  the  Fourth  of  July,  The  Fatherland,  Stanzas  on  Freedom, 
The  Present  Crisis,  by  Lowell ;  The  Moral  Warfare  and  the  Poor 
Voter  on  Election  Day,  by  Whittier ;  The  Progress  of  Spring,  by 
Tennyson . 

IV.  Explorations  in  Central  Africa  and  their  Re- 
sults—  Sahara,  Soudan,  and  Political  Divisions. 

1.  Early  explorations ;  later  explorations  ;  plans  for  opening  up 
the  central  region  ;  nations  interested.  (Follow  progress  by  means 
of  magazines  and  newspapers.) 

2.  Comparisons  by  means  of  form  and  number  for  definiteness 
of  conceptions  of  extent,  physical  features,  resources,  and  civiliz- 
ing influences. 

3.  Read  Timbuctoo  (introductory  part),  by  Tennyson,  and 
The  Palm  Tree,  by  Whittier. 

4.  Study  of  color :  scientific;  pigmentary;  color  in  nature. 

V.  European  Possessions  in  Africa. 

What  they  are.  Past  history  showing  causes  for  present  condi- 
tion.    Probabilities  for  the  future. 

VI.  Australia  and  the  Islands  of  the  Pacific. 

1.  Brief  history,  mainly  with  reference  to  their  relation  to 
Europe  and  the  United  States.  Highest  types  of  civilization 
studied  for  comparison  with  our  own. 

2.  Physical  features ;  resources  which  affect  our  country. 

3.  Ornaments,  pottery,  and  other  artistic  productions. 

4.  Study  of  papering  and  fencing. 

5.  Color  in  art :  mosaics  and  glass ;  great  colorists  in  painting ; 
artistic  color  in  dress. 

Reference  Books  :  — 

Hale,  A  Family  Flight  over  Egypt  and  Syria. 
Henty,  The  Cat  of  Bubastes. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       285 

Knox,  Boy  Travellers  in  Australia. 
Fraser,  In  Stevenson's  Samoa. 
Edwards,  Pharaohs,  Fellahs,  and  Explorers. 
Edwards,  One  Thousand  Miles  up  the  Nile. 
Du  Chaillu,  Explorations  in  Equatorial  Africa. 
Du  Couret,  Life  in  the  Desert. 
Starcke,  Primitive  Family. 
Stanley,  Through  the  Dark  Continent. 
Bolton,  Famous  Explorers. 
Livingston's  Journals. 

Butterworth,  Zigzag  Journeys,  Nile  to  Holy  Lands. 
Thomas  Knox,  Boy  Travellers,  Nile  to  Holy  Lands. 
Rawlinson,  Story  of  Egypt. 
Rawlinson,  Egypt  and  Babylon. 
Rawlinson,  Five  Ancient  Monarchies. 
Maspero,  Egyptian  Archaeology. 

INIaspero,  Dawn  of  Civilization  in  Egypt  and  Assyria. 
Brown,  A  Story  of  Africa. 
Rennet,  Diamonds  and  Gold  in  Africa. 
Algeria,  Harper's  Magazine  (December,  '95). 
Playfair,  Algeria  and  Tunis. 
Wendell  Phillips,  The  Lost  Arts. 
Owen  Jones,  Grammar  of  Ornament. 
South  Africa,  Harper's  Magazine,  for  '95  and  '96. 
Wilkinson,  Egyptians. 
Bridgeman,  Winters  in  Algeria. 
Du  Chaillu,  Travels  in  Africa. 
Reclus,  The  Earth  and  its  Inhabitants. 
Manning,  Land  of  the  Pharaohs. 
Reading  for  Childrex  :  — 
Living  Creatures. 

Story  of  Phaeton,  Gayley's  Classic  Myths. 
Bolton,  Story  of  Livingston. 
Story  of  Stanley. 
Vasco  da  Gama. 
Familiar  Animals. 

Ruskin,  Ethics  of  the  Dust.     (Selections.) 
Uncle  Tom's  Cabin.     (Selections.) 


286  ORGANIC  EDUCATION. 

Life  of  Lincoln. 

^neid,  Description  of  Carthage. 

Badlam,  Views  in  Africa.     (The  World  and  its  People.) 

Ebers,  Uarda,  and  Egyptian  Princess. 

Longfellow,  Sand  of  the  Desert  in  an  Hour-Glass. 

Mrs.  Alexander,  Burial  of  Moses. 

Kipling,  Jungle  Stories. 

Pictures: — 

Van  Dyck,  Flight  into  Egypt. 

Turner,  Dido  building  Carthage. 

Herring,  Pharaoh's  Horses. 

Vedder,  Questioning  the  Sphinx. 

Raphael,  Moses  saved  from  the  Nile. 

Photographs  and  photochroms  of  scenery,  views  of  cities,  pic- 
tures showing  the  industries  and  art  of  the  different  countries 
studied. 

Reliefs  or  statues  showing  Egyptian  art. 

A  collection  should  be  made  of  objects  showing  the  industries 
and  arts  of  the  people  studied. 

Grade  B  7. 
A.     ANALYSIS   OF   CHARACTER. 

Desire  for  approval  is  the  dominant  interest  here. 
This  may  manifest  itself  as  diffidence  for  one  extreme 
and  egotism  for  the  other.  The  children  like  to  know 
how  their  appearance,  dress,  and  actions  impress  others. 
Some  can  never  do  their  best  because  of  self-conscious- 
ness, and  others  are  at  their  best  when  they  have  an 
audience. 

B.     ETHICAL   AIM. 

The  great  purpose  here  must  be  to  lead  the  children 
out  of  themselves  and  their  small  affairs  to  a  larger 
view,  a  view  of  something  vast,  organic,  and  awe- 
inspiring.     Thus  both  the  timid  and  the  bold  see  them- 


THE   WORK  OF   THE   GRADES,  IN    OUTLINE.       287 

selves  as  a  part  of  something  so  stupendous  that  there 
can  be  no  cause  for  either  fear  or  over-confidence.  On 
the  other  hand  the  child  should  be  led  to  see  the  organic 
relations  in  nature  and  institutional  life,  that  he  may  feel 
that  he  is  needed  to  do  his  share  of  the  world's  work, 
and  also  that  he  may  feel  his  responsibility  for  doing  it 
efficiently. 

C.    MATERIAL. 

To  secure  the  desired  end,  the  children  study  the 
life-history  of  the  earth  in  a  scientific  spirit,  and  its 
present  physical  features  with  especial  reference  to  the 
industrial  evolution  of  man. 

The  underlying  idea  kept  in  view  is  that  of  the  organic 
interrelationships  of  the  physical  earth.  An  attempt  is 
made  to  bring  out  the  the  same  principle  in  the  succeed- 
ing studies  of  the  industriial  and  social  world,  and  to 
lead  the  children  easily  and  naturally  to  see  "  the  father- 
hood of  God  and  the  brotherhood  of  man."  The  follow- 
ing topics  are  suggested  :  — 

1.  History  of  our  planet. 

2.  Present  structure  of  the  land  masses  as  a  whole 
and  of  each  continent. 

3.  Drainage,  as  dependent  upon  structure  of  land 
masses.  This  involves  a  study  of  the  ocean  as  related 
to  history  and  industr}^ 

4.  Climate :  general  laws  determining,  and  local 
causes  modifying  it. 

5.  Products :  («)  Inorganic  (great  regions  of  min- 
eral deposit,  amount  and  comparative  value  of  different 
regions,  relation  to  organic  products  and  to  man).  (6^ 
Organic  (great  regions,  whether  natural  or  deternuned 


288  ORGANIC  EDUCATION. 

by  man.  Causes  determining  location  of  these  regions, 
relation  to  structure,  drainage,  climate ;  relation  to 
inorganic  products.  Cooperation  between  plant  and 
animal  life.  Life-histories  of  typical  plants  and  animals 
to  deduce  the  relation  of  structure  to  function,  and  of 
both  to  environment).  ((?)  Relation  of  products  to  man 
(as  supplying  both  his  primitive  and  his  developed 
needs  for  food,  clothing,  shelter,  means  of  communi- 
cation, and  his  intellectual,  aesthetic,  social,  and  reli- 
gious demands). 

AVith  this  work  should  be  connected  the  study  of 
industrial  life  as  a  whole  in  its  development  out  of  the 
needs  of  man  and  the  character  of  his  environment. 
The  central  thought  here  is  that  of  an  industrial  organ- 
ism, a  unity  with  functioning  parts  contributor}^  to  the 
activities  of  the  whole  ;  in  brief,  the  idea  of  cooperation. 
This  should  flow  naturally  from  the  idea  of  interrelation 
so  prominent  in  the  study  of  the  physical  earth  as  a 
whole. 

The  following  outline  may  be  helpful :  — 

1.  Origin  (of  industries  in  general,  and  of  each  fun- 
damental industry  in  particular). 

2.  Growth  (historic  periods  of  development,  in  indus- 
tries and  in  each  industry,  with  causes  for  these  periods 
in  the  history  of  the  people  as  a  whole,  and  in  the  lives 
of  great  inventors,  explorers,  scientists,  etc.). 

3.  Present  industrial  life.  The  chief  industries  of 
the  present  are  studied  as  to  their  origin  in  human 
needs,  their  interrelations  with  other  industries,  the 
scientific  principles  involved,  and  the  actual  succession 
of  processes  necessary,  the  preparation  required  for 
entering  upon  each,  the  compensation,  etc.     In  this  con- 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       289 

nection  the  school  district  should  be  studied  from  a  busi- 
ness point  of  view. 

1.  Measure. 

Measure  must  be  constantly  used  in  this  grade.  The 
children  should  understand  the  agreement  or  cooperation 
of  the  world  practically,  as  in  the  measurement  of  the 
earth  by  latitude  and  longitude,  and  the  relation  of 
longitude  and  time ;  cooperation  for  the  common  good, 
as  in  taxes  and  duties,  and  cooperation  for  preservation, 
as  in  insurance.  Training  in  business  forms,  methods, 
and  standards  should  grow  naturally  out  of  the  study  of 
specific  industries. 

Sidney  Lanier's  Symphony  and  Longfellow's  Builders  will  be 
found  especially  valuable  as  emphasizing  ideals  of  industrial  life. 
The  teacher  should  lead  the  children  to  see  for  themselves  that  in 
industrial  life  the  occupation  carried  on  is  directed  toward  supply- 
ing the  wants  of  others.  What  one  gains  by  it  is  an  equivalent 
for  the  work  done.  It  is  then  directly  for  others,  indirectly  for 
ourselves.  All  true  industry  means  benefit  to  ourselves  in  propor- 
tion as  we  benefit  others.  The  fallacy  most  common  at  the  pres- 
ent day  is  that  involved  in  thinking  we  can  benefit  ourselves  at 
the  expense  of  others.  Through  the  interrelation  of  all  humanity 
in  industrial  life,  "the  brotherhood  of  man  "  is  actualized. 

2.  Expression. 

Drawing  of  the  plants,  animals,  and  minerals  studied. 
Drawing  or  making,  to  show  the  principle  involved  in 
different  inventions,  or  to  show  the  evolution  of  an 
invention  or  industry.  Maps,  diagrams,  or  devices  of 
other  kinds  to  make  clear  or  express  the  essential  con- 
cepts. 

Much  of  the  work  for  this  grade  is  review. 

The  following  outUne  will  guide  the  teacher  in  planning  the 
work  of  this  grade  :  — 


290  ORGANIC  EDUCATION. 

I.  What  Nature  has  provided  for  Man  as  disclosed 
BY  THE  Life-History  of  the  Earth. 

1.  Life-history  of  the  earth  as  a  planet,  its  relation  to  the  solar 
system.  (Nebular  theory  used  principally;  theories  of  See  and 
others  noted.)  Geological  history  of  the  earth  in  its  main  out- 
lines.    Form,  size,  motions,  latitude  and  longitude. 

2.  Great  astronomers :  their  theories  with  regard  to  the  earth 
traced  from  early  beliefs  to  the  present  time. 

3.  Study  of  elements :  gaseous,  non-metallic,  metallic.  Com- 
pounds :  air,  water,  carbon  dioxide,  protoplasm.  Liberation  of 
elements.  Matter :  solid,  liquid,  gaseous.  Forces :  cohesion, 
gravitation,  centrifugal  force,  heat.  Erosion :  physical,  chemi- 
cal. Rock:  igneous  and  sedimentary.  Crystals.  Water:  con- 
densation, evaporation. 

4.  Use  of  form  and  number  to  give  definite  ideas  of  time, 
distance,  comparative  size,  etc.     Longitude  and  time. 

5.  Stories  of  the  constellations.  Myths  of  the  sun,  moon, 
planets,  and  seasons.  Meteorological  phenomena.  Read  The 
Light  of  Stars  and  The  Flowers,  by  Longfellow;  Paraphrase  of 
the  Nineteenth  Psalm,  by  Addison  ;  The  Hours,  by  Joel  Benton ; 
The  Sunbeam,  by  Mrs.  Hemans;  The  Fossil  Fern,  Story  of  a  Stone, 
by  Jordan  ;  Selections  from  Essay  on  Man,  b}^  Pope. 

6.  Many  pictures  used  in  grades  below  collected  here,  as,  for 
example,  Raphael's  Days  and  Hours,  Watts's  Orpheus  and  Eu- 
rydice,  Guido  Reni's  Aurora,  Burne-Jones's  Days  of  Creation,  etc. 

7.  Music :  Choruses  from  Haydn's  Creation,  The  Heavens  are 
telling,  and  The  New  Created  World. 

8.  Children  should  keep  a  daily  record  of  temperature,  rainfall, 
dew,  time  of  sunrise  and  sunset,  moon's  phases,  morning  and 
evening  stars.  They  should  mark  a  shadow  stick,  and  draw  and 
describe  experiments. 

II.   The  Earth  as  a  Home  for  Man. 

1.  How  the  earth  was  prepared  for  man  :  mineral  deposits, 
preparation  of  soil.  Effect  of  geological  agencies.  Study  of 
glaciers.  Barriers :  mountains,  deserts,  climate.  Present  struc- 
ture of  the  earth  as  a  whole  and  of  each  continent.  General  laws 
determining  climate  and  local  causes  modifying  it.     Interpreta- 


THE    WORK   OF   THE   GEADES,   IN   OUTLINE.      291 

tion  of  weather  maps.  Means  of  communication.  Water-ways. 
General  plan  of  drainage  of  each  continent.  Products  :  («)  Ready 
for  use  —  plants  (evolution  of  plant  life,  plant  areas);  animals 
(evolution  of  animal  life,  animal  a^-eas).  (6)  To  be  transformed, 
(c)  To  be  exchanged  for  products  of  other  regions,  (d)  Relation 
of  products  to  man  as  supplying  both  lus  fundamental  and  his 
developed  needs,  his  intellectual,  aesthetic,  and  social  demands. 

2.  Primitive  man :  savagery  and  barbarism,  showing  develop- 
ment in  satisfaction  of  fundamental  needs  of  food,  clothing,  shelter, 
means  of  communication,  and  transportation. 

3.  Use  of  form  and  number  to  give  definite  ideas  of  area,  rela- 
tive extent  of  deposits  of  minerals,  regions  of  products,  action  of 
forces.     Study  cubic  measure,  circular  measure,  board  measure. 

4.  Read  :  Fiftieth  Birthday  of  Agassiz,  by  Longfellow  ;  Prome- 
theus Unbound,  by  Shelley  (Scene  IV.,  "Who  reigns?");  The 
Ocean,  by  Pollock;  Solitude,  by  Byron;  Chambered  Nautilus, 
by  Holmes;  description  of  octopus  by  Victor  Hugo  (Toilers  of 
the  Sea);  The  Wind,  by  Bryant;  The  Cloud,  by  Shelley;  Birds 
of  Killing-worth,  Poet's  Calendar,  and  The  Little  Birds  of  the  Air, 
by  Longfellow. 

5.  Pictures  of  grand  scenery,  beautiful  landscapes,  and  marine 
views ;  and  of  industrial  life. 

6.  Music :  Haydn's  Seasons. 

Reference  Books : — 

Winchell,  Walks  and  Talks  in  Geological  Fields. 

AVright,  Seaside  and  Wayside,  i^o.  IV. 

Gunning,  The  Life  History  of  our  Planet. 

Drummond,  The  Ascent  of  Man. 

Kidd,  Social  Evolution. 

Guyot,  Physical  Geography. 

Werner,  Geography. 

Frye,  Complete  Geography. 

King,  The  Soil. 

Dana,  The  Geological  Story  Briefly  Told. 

Morley,  A  Song  of  Life. 

Wallace,  Animal  Kingdom. 

Frye,  Child  and  Nature. 


292  ORGANIC  EDUCATION, 

Scribner,  Our  World  Reader. 

Gibson,  Sharp  Eyes. 

Lubbock,  The  Beauties  of  Nature. 

Fiske,  Excursions  of  an  Evolutionist. 

Fiske,  Destiny  of  Man. 

Fiske,  Darwinism. 

Smiles,  Men  of  Invention  and  Industry. 

Mason,  Woman's  Share  in  Primitive  Culture. 

Timbs,  Wonderful  Inventions. 

Stories  and  Poems  for  the  Children. 

The  Fossil  Fern. 

The  Story  of  William  Tell. 

Sketch  of  Alexander  Humboldt. 

Jordan,  The  Story  of  a  Stone. 

Tissandier  and  Frith,  Marvels  of  Invention. 

Burnlej^,  Romance  of  Invention. 

Andrews,  Stories  Mother  Nature  Told. 

Kipling,  Jungle  Books. 

Whittier,  Snow-Bound  and  Song  of  Labor. 

Longfellow,  The  Birds  of  Killingworth. 

Ruskin,  Ethics  of  the  Dust.     (Selections.) 

Pratt,  The  Storyland  of  Stars. 

Stories  of  Industry,  Vols.  I.  and  II.,  Educational  Pub.  Co. 

Books  for  Children  :  — 

Abbot,  Learning  about  Common  Things. 

Buckley,  Fairyland  of  Science. 

Cunningham,  Letters  to  Children. 

Farmer,  Storybook  of  Science. 

Meyers,  Lucy  H.,  Real  Fairy  Folks. 

Jak,  Professor  Johnny. 

Faraday,  Chemical  History  of  a  Candle. 

Brewster,  M.  S.,  First  Book  in  Chemistry. 

Tyndall,  Forms  of  Water. 

Marion,  F.,  Balloon  Ascents. 

Giberne,  Agnes,  Father  Aldur. 

De  Tonvielle,  W.,  Thunder  and  Lightning. 

Carey,  Annie,  Autobiography  of  a  Lump  of  Coal. 


THE   WORK   OF  THE  GRADES,  IN  OUTLINE.       293 

Crosby,  W.  D.,  Common  Minerals. 
Gibson,  J.,  Chips  from  Earth's  Crust. 
Kingsley,  C,  ^Madam  How  and  Lady  Why. 
Kingsley,  C,  Town  Geology. 
Hyatt,  Alpheus,  About  Pebbles. 
Giberne,  Agnes,  World's  Foundation. 
Uncle  Lawrence,  In  Search  of  a  Son. 

Pictures : — 

Michael  Angelo,  Pictures  of   Creation,  from  ceiling  of  Sistine 
Chapel,  Rome. 

Burne-Jones,  Days  of  Creation. 

Burne-Jones,  Seasons. 

Raphael,  Days,  Hours. 

Low,  Narcissus. 

Guido  Reni,  Aurora. 

Other  pictures  that  are  appropriate  from  the  grades  below. 


Grade  A  7. 
A.    ANALYSIS   OF   CHARACTER. 

The  dawning  of  self-consciousness  noted  in  the  grade 
before  has  developed  into  a  desire  for  admiration  and 
power.  There  is  greater  sensitiveness  to  beauty,  and 
desire  for  it  in  person,  dress,  and  surroundings.  There 
are  higher  ideals  of  conduct.  The  possibilities  of  life 
begin  to  manifest  themselves,  and  the  vital  impulse 
toward  development  appears  as  a  craving  for  attributes 
which  seem  to  the  children  admirable,  and  as  a  desire 
to  impress  others. 

B.     ETHICAL    AIM. 

Without  a  high  ideal  of  what  is  possible  the  tendency 
here  is  to  work  for  that  which  will  make  a  good  show- 
ing,   bring    credit,    count   in    promotion.      The    pupils 


294  ORGANIC  EDUCATION. 

should  be  helped  to  care  to  he^  rather  than  seem  to 
be,  that  which  is  admirable;  to  believe  that  in  so  far  as 
they  are  truly  worthy  their  lives  will  tell  in  influence 
upon  others ;  and  to  see  that  whether  one  is  conscious 
of  it  or  not,  "  each  is  for  all  and  all  for  each." 

C.    MATERIAL. 

The  ideal  can  be  put  before  the  children  in  the  large 
through  the  study  of  the  kingdoms  of  the  earth  in 
their  rise,  culmination,  and  decline,  and  in  the  deposit 
of  good  left  by  each  according  to  the  inner  life  as  ex- 
pressed in  outward  forms. 

Based  upon  and  supplementing  the  former  generali- 
zations as  to  the  physical  structure  of  the  earth,  and 
industrial  life  upon  it,  arise  some  further  generalizations 
as  to  social  structure.  The  civilizations  as  they  have 
appeared  and  developed  on  the  earth,  having  been 
previously  studied  in  detail,  are  now  classified  on  the 
basis  of  their  relations  to  the  upbuilding  of  the  differ- 
ent social  institutions.  Generalizations  are  made  on 
the  relation  between  environment  and  history,  the  con- 
tribution of  each  people  to  the  present  in  ideals,  insti- 
tutions, and  products,  and  also  their  present  relations. 
(Of  course  great  care  must  be  taken  that  there  is  no 
attempt  to  go  beyond  the  capacity  of  the  children  for 
"  the  imaginative  reconstruction  of  history.") 

As  the  ideals  of  a  people  forecast,  and  to  some  extent 
determine,  its  development,  especially  in  social  struc- 
ture, its  art  in  the  first  expression  of  its  ideals  is  to  be 
particularly  noted  in  this  grade.  The  most  important 
masterpieces  of  art  for  each  people  should  become 
familiar  to  the  children,  and  should  be  studied  as  fully 


THE    WORK   OF   THE   GRADES,  IN    OUTLINE.       295 

as  may  be  possible  at  this  stage  of  development  and  in 
the  time  allowed.  The  idea  of  cooperation  is  traced 
for  each  nation  in  its  art,  its  religion,  its  family  life, 
its  social  customs,  etc.,  and  in  its  government.  The 
children  come  to  see  that  cooperation  is  only  another 
name  for  freedom,  and  that  only  in  so  far  as  the  ideal 
of  cooperation  is  realized  is  there  industrial  and  politi- 
cal freedom  for  the  individual  or  for  the  race. 

This  principle  of  cooperation,  of  "  each  for  all  and 
all  for  each,"  is  traced  in  the  social  intercourse  both  of 
the  past  and  of  the  present,  with  reference  to  its  effects 
upon  invidious  class  distinctions,  snobbishness,  ''  envy, 
malice,  and  all  uncharitableness "  in  society.  Polite- 
ness is  found  to  be  only  an  expression  of  the  indi- 
vidual's sense  of  cooperation  as  the  principle  of  social 
life. 

The  masterpieces  of  art  should  include  those  best  known  in 
literature,  painting,  sculpture,  music,  and  architecture.  As  the 
children  have  become  familiar  with  many  in  the  grades  below, 
this  will  be  mainly  review.  Some  that  could  not  be  used  by 
younger  children  may  be  brought  in  here.  The  method  of  study 
ill  regard  to  those  used  before  should  be  changed  to  suit  the  more 
advanced  stage  of  development. 

1.   Measure. 

The  cooperation  which  to  some  degree  is  found  all 
over  the  world,  enabling  those  engaged  in  productive 
industries  to  cooperate  witli  those  engaged  in  trans- 
forming industries,  and  all  to  cooperate  to  greater 
advantage  through  the  forms  and  agents  of  exchange, 
demands  an  insight  into  business  methods  and  such  a 
fundamental  knowledge  as  would  enable  one  later  to 
engage  in  any  industry,  with  some  knowledge  of  the 


296  ORGANIC  EDUCATION. 

relationships  involved  and  business  forms  required.  The 
following  subjects  may  be  taught :  commercial  discount, 
profit  and  loss,  commission  and  brokerage,  taxes,  insur- 
ance and  duties,  simple  and  compound  interest,  stocks 
and  bonds. 

2.  Nature-Study. 

Sound:  cause,  transmission,  reflection. 
Study  of  human  ear. 
Musical  instruments. 
Telephone. 

3.  Expression. 

Maps  of  the  world  as  a  whole  to  show  by  means  of 
colored  pictures  or  other  devices,  the  order  of  develop- 
ment of  civilizations,  the  growth  in  freedom  of  govern- 
ments, and  the  development  of  cooperation  through 
the  various  means  of  communication.  Reproduction 
through  drawing,  painting,  and  making,  of  some  of  the 
most  important  inventions  and  art  products  of  the  world, 
of  scenes  typical  of  life  in  various  parts  of  the  globe, 
and  of  apparatus  for  science  work.  Oral  and  written 
description  and  narration  of  subjects  of  study.  Written 
forms  for  business  and  social  cori^espondence. 

The  following  outline  may  be  used  in  planning  the 
work  of  this  grade  :  — 

I.  What  the  Oriental  World  has  contributed  in 
Ideals,  Institutions,  and  Products. 

1.  Location  of  the  "  cradles  "  of  civilization.  Show  the  adapta- 
tion of  the  physical  conditions  to  the  maintenance  of  a  large  popu- 
lation.    Important  hindrances. 

2.  The  rise,  culmination,  and  decline  (with  causes)  of  the 
Egyptian,  Assyrio-Babylonian,  Hindoo,  Phoenician,  Hebrew,  and 
Persian   civilizations.     (To  be  presented   only  in   main   outlines 


THE   WORK   OF   THE  GRADES,  IN   OUTLINE.       297 

and  ill  as  concrete  a  way  as  possible,  mainly  as  review.     Sum  up 
the  contributions  of  each  people.) 

3.  Trace  the  idea  of  cooperation  in  commercial  dealings. 
Study  simple  and  compound  interest. 

4.  Review  vv^ork  of  grades  below  on  great  literary  bibles,  and 
give  additional  points  as  time  permits. 

5.  Broad  view  of  the  art  of  these  nations  as  an  interpretation  of 
the  ideals  of  the  people. 

6.  Classification  of  sounds ;  properties  of  simple  tones  ;  nature 
and  origin  of  sound ;  transmission  of  sound. 

7.  Pictures,  illustrating  the  artistic  products,  institutional  life, 
and  literature. 

II.  What  the  Classical  World  has  contributed. 

1.  Location  of  least  and  greatest  areas  of  Greece  and  Rome. 

2.  Review  history  and  show  relation  to  other  nations  as  they 
were  influenced  by  others  or  as  they  impressed  others.  Their 
standing  among  nations.  (Sum  up  the  contributions  of  each 
people.) 

3.  Masterpieces  of  sculpture,  painting,  literature,  and  archi- 
tecture ;  names  of  greatest  statesmen,  writers,  artists,  etc. 

4.  Continue  study  of  cooperation  in  business,  profit  and  loss, 
commission,  taxes,  and  insurance. 

5.  Transmission  of  sound;  velocity  of  sound;  reflection  of 
sound;  musical  sounds  (cause,  quality,  pitch). 

6.  Expression  through  making,  moulding,  painting,  drawing, 
and  building  has  great  possibilities  in  this  grade  and  should  be 
encouraged  in  every  way. 

III.  The  Medieval  World. 

1.  The  meaning  of  the  "  Dark  Ages."  Meaning  of  feudalism, 
its  causes  and  effects.  Cause  and  effect  of  the  crusades.  Cause  of 
the  Renaissance.  Lines  of  revival.  Inventions  and  their  influence. 
Great  discoveries.  Great  artists.  Famous  buildings.  Rise  of 
modern  European  states. 

2.  Masterpieces  of  literature  studied  in  grades  below,  reviewed 
and  connected  with  their  proper  times  and  place  and  author. 
Others,  within  their  comprehension,  studied  in  the  same  way. 

3.  Review  cathedrals  and  trace  in  a  broad  way  the  order  of 


298  ORGANIC  EDUCATION. 

development.  Connect  the  artists  studied  through  the  grades 
with  their  time,  country,  and  pictures.  Important  schools  of  art. 
Leading  musicians  studied  in  a  similar  way. 

4.  Study  of  commercial  discount. 

5.  Production  of  sound  in  different  musical  instruments: 
stringed,  wind.  Tones  :  concord,  discord,  chord,  melody,  harmony. 
Study  of  human  ear. 

IV.   The  Modern  AVorld. 

1.  Important  changes  in  European  states.  Great  names  and 
with  what  connected.  Place  of  our  own  country  in  the  onward 
movement.  Cause  and  results  of  desire  of  European  states  for 
colonization  and  acquisition  of  territory.  Cause  of  recent  develop- 
ment in  China  and  Japan. 

2.  Study  of  stocks  and  bonds. 

3.  Study  of  the  telephone. 

Reference  Books : — 

Mariette,  Outlines  of  Ancient  Egyptian  History.  • 

Edwards,  Thousand  Miles  up  the  Nile. 

Oxley,  Egypt  and  the  Wonderland  of  the  Pharaohs. 

Rawlinson,  Ancient  Egypt. 

Baedeker,  Egypt. 

Petrie,  Pyramids  and  Temples  of  Gizeh. 

Maspero,  Egyptian  Archaeology. 

Mariette,  Monuments  of  Upper  Egypt. 

Brugsch,  Egypt  under  the  Pharaohs. 

Ebers,  Egypt  (descriptive,  historical,  and  picturesque). 

Erman,  Life  in  Ancient  Egypt. 

Adams,  Valley  of  the  Nile. 

Wilkinson,  Egyptians  in  Time  of  Pharaohs. 

Rawlinson,  jNI an ners  and  Customs  of  Ancient  Egyptians. 

Poole,  Social  Life  in  Egypt. 

Manning,  Land  of  the  Pharaohs. 

Taylor,  Origin  of  the  Aryans. 

Fiske,  Discovery  of  America. 

Poor,  Sanskrit  and  Kindred  Literature. 

Cox,  Mythology  of  the  Aryans. 

Lang,  Custom  and  Myth. 


THE   WORK  OF  THE   GRADES,  IN   OUTLINE.       299 

Jevons,  Antiquities  of  Prehistoric  Aryans. 

Caine,  Picturesque  India. 

Bose,  Hindoos  as  They  Are. 

Speir,  Life  in  Ancient  India. 

Butterworth,  Zigzag  Journeys  in  India. 

Knox,»Boy  Travellers  in  Ceylon  and  India. 

Ragozin,  Story  of  Vedic  India. 

Arnold,  Indian  Myths. 

Stone,  Illustrated  India. 

Hurst,  Indika. 

Fergusson,  Palaces  of  Nineveh  and  Persepolis. 

Layard  and  Botta,  The  Buried  City  of  the  East. 

Ragozin,  The  Story  of  Media,  Babylon,  etc. 

Budge,  Babylonian  Life  and  History. 

Rawlinson,  Five  Great  Monarchies. 

Ragozin,  Story  of  Assyria. 

Perrot  and  Chipiez,  Chaldea. 

Ragozin,  Story  of  Chaldea. 

Dobbins,  Idol  Worship  of  the  World. 

Jones  and  Sharpe,  Handbook  erf  Courts. 

Maspero,  The  Struggle  of  the  Nations. 

Benjamin,  Persia  and  the  Persians. 

Stories  of  the  Nations  Series,  Story  of  Persia. 

Perrot  and  Chipiez,  Art  of  Persia. 

Wilson,  Persian  Life  and  Customs. 

Benjamin,  Story  of  Persia. 

Mills,  Ancient  Hebrews. 

Paine,  Solomon's  Temple. 

Manning,  Those  H0I3"  Fields. 

Maspero,  Dawn  of  Civilization. 

Perry,  Greek  and  Roman  Sculpture. 

Rosengarten,  Architectural  Styles. 

Tozer,  Wordsworth's  Greece. 

Racinet,  L'Ornement  Polychrome. 

Tuckerman,  A^ignola. 

Von  Falke,  Greece  and  Rome. 

Goodyear,  History  of  Art. 

Guhl  and  Koner.  Greeks  and  Romans. 


300  ORGANIC  EDUCATION. 

Bishop,  Pictorial  Architecture  of  Greece  and  Italy. 

Furtwangier,  Masterpieces  of  Greek  Sculpture. 

Milligen,  Ancient  Monuments. 

Harrison,  Greek  Vase  Paintings. 

Woltmann  and  Woermann,  History  of  Painting. 

Winckelmann,  History  of  Ancient  Art. 

Gardner,  New  Chapters  in  Greek  History. 

Broughton,  Antiquities  of  Athens. 

Flaxman,  Greek  Costumes. 

Jones,  Grammar  of  Ornament. 

Mahaffy,  Greek  Pictures. 

Gardner,  Sculptured  Tombs  of  Hellas. 

Tarbell,  A  History  of  Greek  Art. 

Schomann,  The  Antiquities  of  Greece. 

Murray,  Handbook  of  Greek. 

Brooks  and  Adams,  The  Long  Walls. 

Smith,  Illustrated  History  of  Rome. 

Burn,  Ancient  Home. 

Parker,  Archaeology  of  Rome. 

Forbes,  Rambles  in  Rome. 

Anthon,  Antiquities  of  Rome. 

Gilman,  Story  of  Rome. 

Liddell,  History  of  Rome. 

Barnes,  History  of  Rome. 

Burn,  Rome  of  To-day. 

Adams,  Mediaeval  History. 

Dennis,  Rome  of  To-day  and  Yesterday. 

Reber,  Ancient  Art. 

Middleton,  Ancient  Rome. 

Lanciani,  Ancient  Rome. 

Taylor  and  Cressy,  Architectural  Antiquities  of  Rome. 

Sturgis,  European  Architecture. 

Strickland,  Stories  from  Ancient  History. 

Shumway,  A  Day  in  Ancient  Rome. 

Corroyer,  Gothic  Architecture. 

Latimer,  France,  England,  Italy  in  Nineteenth  Century. 

Barnes,  Brief  History  of  Mediaeval  and  Modern  Peoples. 

Gilman,  Outlines  of  General  History. 


THE    WORE  OF  THE  GRADES,  IN  OUTLINE.       301 

Collier,  Great  Events  of  History. 

Judson,  Europe  in  the  Nineteenth  Century. 

Freeman,  Outlines  of  History. 

Jackson,  Ten  Centuries  of  Progress. 

Larned,  Chronicles  and  Castles  of  Mediaeval  France. 

Reading  for  Children  :  — 

Plutarch,  Boys  and  Girls. 

Lamb,  Tales  from  Shakespeare. 

Miss  Yonge,  Histories. 

Bulwer  Lytton,  Rienzi. 

Buhver  Lytton,  Last  Days  of  Pompeii. 

Bolton,  Lives  of  Inventors,  Artists,  Famous  Boys  and  Girls. 

Clodd,  Childhood  of  the  World. 

Stories  from  the  Iliad  and  Odyssey. 

AVallace,  Ben  Hur. 

Arnold,  Sohrab  and  Rustum. 

Tennyson,  The  Passing  of  Arthur. 

Iliad  and  Odyssey,  Bryant's  translation  (selections). 

Selections  from  Cicero's  Orations,  Pliny's  Letters. 

Baldwin,  Siegfried. 

Baldwin,  Roland. 

Longfellow,  Miles  Standish. 

Haweis,  ]My  ^Musical  Memories  and  My  Musical  Life. 

Farrington,  Tales  of  King  Arthur. 

Tennyson,  Idylls  of  the  King. 

Church,  Stories  from  the  Greek  Tragedians. 

Church,  Stories  from  the  Greek  Comedians. 

Church,  Greek  Life  and  Story. 

Church,  Three  Greek  Children. 

Montgomery,  Tales  of  Ancient  Troy. 

Guerber,  The  Story  of  the  Greeks. 

Guerber,  The  Story  of  the  Romans. 

Burt,  Stories  from  Plato. 

Macaulay,  Lays  of  Ancient  Rome. 

Livy,  Hannibal. 

Shakespeare,  Julius  Caesar. 

Jane  Andrews,  Ten  Boys. 


302  OBGAmC  EDUCATION. 

Brooks,  Chivalric  Days. 

Abbot,  Cyrus  and  Alexander. 

Pollard,  The  Bible  and  its  Story. 

Henty,  Wiilf  the  Saxon. 

Morris,  Historical  Tales. 

Ruskin,  Ethics  of  the  Dust. 

Ebers,  Uarda  (social  customs,  Feast  of  Neith,  description  of 
pyramids). 

'  Ebers,  Egyptian  Princess  (selections  — interior  of  temple,  inte- 
rior of  palace,  etc.). 

Palmer,  Stories  from  the  Classic  Literature  of  Many  Nations. 

Butterworth,  Zigzag  Journeys  in  the  Levant. 

Heild,  The  Land  of  Temples. 

Kipling,  Jungle  Stories. 

Miller,  Little  People  in  Asia. 

A.  L.  O.  E.,  Exiles  in  Babylon. 

A.  L.  O.  E.,  Nebuchadnezzar's  Dream. 

Byron,  Destruction  of  Sennacherib. 

Byron,  Vision  of  Belshazzar. 

Badlam,  The  World  and  its  People. 

Clarke,  Story  of  Troy. 

Harding,  Greek  Gods,  Heroes,  and  Men. 

Alta  Edition,  Heroes  of  the  Seven  Hills. 

Swinton,  Studies  in  English  Literature. 

Scott,  Ivanhoe,  Kenihvorth. 

Collections  should  be  made  of  pictures  of  art  in  its  different 
forms.  The  central  thought  of  the  collection  may  be  art  of  a 
people,  different  periods  of  development,  or  the  same  subject  as 
treated  by  different  peoples. 

Grade  B  8. 
A.     ANALYSIS    OF   CHARACTER. 

The  wave  of  vitality  becomes  higher  and  stronger 
here.  The  desire  for  a  larger  self  is  not  easily  curbed, 
but  has  great  possibilities  when  wisely  directed.  The 
desire  for  power  grows  into  a  more  enlightened  vision 


THE    WORK   OF   THE   GRADES,  IN   OUTLINE.       303 

of  ways  in  which  effort  may  be  directed.  Community 
life  and  its  channels  for  the  massing  of  effort  and  bring- 
in  o-  about  of  results  becomes  attractive.  Desire  for 
leadership,  great  schemes  for  righting  wrong,  or  securing 
public  welfare,  and  glowing  patriotism  are  natural  ex- 
pressions of  the  high  vitality  of  this  period. 

B.     ETHICAL   AIM. 

To  see  what  is  a  larger  individual  self,  and  the  possi- 
bilities of  the  community,  state,  or  country  as  the  larger 
self  of  individuals,  w^th  the  possibilities  to  each  tlirough 
cooperation,  is  the  principal  aim  in  this  grade.  The 
children  should  be  led  to  see  what  great  leadership  has 
meant  in  the  way  of  character,  how  great  results  are 
secured,  how  the  higher  life  of  the  community,  state, 
and  country  depends  upon  the  higher  life  of  the  indi- 
viduals constituting  it. 

C.    GENERAL   STATEMENT    OF   MATERIAL. 

A  detailed  study  of  United  States  history  is  now 
begun  that  the  children  may  see  how  cooperation  as  the 
fundamental  principle  of  social  life  has  worked  itself 
out  in  the  development  of  our  own  nation.  Through 
this  study  the  child  comes  to  see  where  we,  as  a  nation, 
stand:  our  necessary  evils  and  suffering  in  the  past, 
the  good  that  has  come  out  of  them  for  us,  our  present 
strength  and  weakness,  and  what  the  individual  can  do 
to  promote  our  national  growth  in  directions  of  real 
progress.  The  fundamental  ideas  of  law  and  good 
government  are  traced  through  the  development  of 
community  life,  beginning  with  the  cooperation  of  the 
isolated  family,  and  following  its  growth  into  more 
highj.y  differentiated    cooperation  of  the  neighborhood, 


304  OBGAXIC  EDUCATION. 

the  town,  and  the  city.  The  outlines  of  city,  state, 
and  national  government  are  now  studied  in  the  light 
of  their  historical  development  and  their  underlying 
principles. 

The  following  outline  will  be  found  helpful  at  this 
point :  — 

The  Growth  of  Freedom. 

Great  events  in  English  history  showing  the  progress  of  the 
spirit  of  freedom.  Condition  of  Europe  leading  to  the  discovery 
of  America.  Nationalities  represented  in  the  colonization  of 
America,  and  the  ideals  of  institutional  life  transplanted  through 
them.  Beginning  of  assimilation  and  desire  for  political  freedom 
as  an  outgrowth  of  the  French  and  Indian  War.  The  form  of 
freedom  gained  through  the  Revolutionary  War.  A  working 
basis  for  political  freedom  in  the  adoption  of  the  Constitution. 
Difference  in  ideals  of  freedom  and  national  progress  cause  forma- 
tion of  different  parties,  but  because  there  is  a  desire  for  progress 
there  is  growth.  Extension  of  territory  and  material  prosperity 
develop  the  commercial  sjDirit.  In  the  collision  between  the  ideals 
of  cooperation  and  competition  (the  Civil  War),  cooperation  wins 
and  translates  itself  as  a  desire  for  extension  of  freedom  to  all 
classes.  The  ideal  of  universal  freedom  and  cooperation — brother- 
hood, an  organic  nation  —  struggles  with  lower  standards.  The 
realization  of  the  ideal  in  isolated  cases  and  the  persistence  of  the 
idea  in  literature  seem  to  be  slowly  leavening  the  nation. 

The  state  is  here  regarded  as  an  extension  or  completion  of  the 
individual;  justice,  the  return  of  the  deed  upon  the  doer,  as  result- 
ing from  this  interrelation  of  the  individual  with  the  structure  of 
society ;  and  the  general  government  in  its  preservation  and  pro- 
motion of  interests  as  a  manifestation  of  the  general  intelligence 
of  all.  The  study  of  Dante's  Divine  Comedy  is  used  for  the  lan- 
guage and  literature  work,  with  a  view  to  impressing  this  concep- 
tion of  justice.!    Selections  from  the  story  are  made  at  the  discretion 

1  It  is  not  intended  that  an  exhaustive  study  of  the  Divine  Comedy 
shall  be  undertaken ;  the  teacher  is  to  use  the  parts  that  seem  to  be 
most  appropriate  as  "ethical  material.'' 


THE    WORK  OF  THE   GRADES,  IN   OUTLINE.       SO:") 

of  the  teacher,  but  the  idea  of  punishment  as  an  outgrowth  of  evil- 
doing  is  to  be  emphasized  throughout.  Law  is  defined  as  a  means 
for  regulating  the  cooperation  of  members  of  the  social  community 
to  secure  the  highest  good  of  the  whole.  Obedience  to  law  is  thus 
rendered  intelligent,  and  patriotism  becomes  a  matter  of  thought 
as  well  as  of  feeling.  The  patriotic  idea  should  be  strengthened 
in  every  way  possible  by  the  reading  of  speeches,  poems,  etc.,  on 
great  national  subjects. 

The  teacher  should  give  the  children  a  general  idea  of  the  ideal 
republics  of  Plato,  More,  and  others,  and  then  lead  them  to  form 
and  express  their  own  ideal  of  what  ours  should  be. 

The  following  outline  may  be  used  as  a  guide  in  planning  this 
part  of  the  work  :  — 

A.    Language. 

I.   King  Arthltr. 

Tales  from  King  Arthur  are  used  in  connection  with  the  study 
of  the  Saxon  Period  in  the  history  work.  They  also  furnish  con- 
crete examples  to  illustrate  th^  character  study  in  the  work  in 
Dante. 

11.   Divine  Comedy. 

1.  The  Inferno. 

2.  The  Purgatorio. 

1.    The  Inferno. 

((/)  Introduction  :  — 

1.  Dante  lost  in  the  wood. 

2.  Encounter  with  wild  animals. 
8.    Meeting  with  Virgil. 

4.  Entrance  to  Inferno. 
(Ji)   Wrong-doing  resulting  from  weakness  of  will. 

1.  Outer  Court.     Negative  Characters. 

2.  Limbo.     Virtuous  Unbelievers. 

3.  Cii'cle  II.     The  Impure. 

4.  Circle  III.     The  Intemperate. 

5.  Circle  IV.     Money  Sinners :  the  Avaricious  and  the 

Prodigal. 


306  ORGANIC  EDUCATION. 

6.  Circle  V.      The  Angry  and  the  Sullen. 

7.  Circle  VI.     The  City  of  Dis. 

(c)  Wrong-doing   resulting   from   malice  against  (1)  one's 
neighbor,  (2)  one's  self. 
Circle  VII.    1.    Murderers. 

2.    Suicides. 
Consider  what  sins  of  weak  wills  might  lead  to  sins  of 
hatred  of  neighbor  or  of  self. 

((I)  Wrong-doing  through  fraud. 


Circle  YIII. 

1. 
2. 
3. 

Political  Barterers. 

Hypocrites. 

Thieves. 

Circle  IX. 

4. 

5. 
6. 

7. 

Gossips,  Slanderers. 

Liars. 

Treachery  (the  result  of  pride  or  envy) 

Exit  from  Inferno. 

2.    The  Purgatorio. 

(a)  Introduction  :  — 

1.  Cleansing  from  stains  of  Inferno. 

2.  Three  steps  of 

(1)  Consciousness  of  wrong. 

(2)  Repentance  and  struggle  to  overcome. 

(3)  Effort  to  live  by  the  law  of  love. 

(6)  Terraces : — 

In  each  terrace  note  (1)  picture  representing  condition 

of  wrongdoer,   (2)    ideal,  (o)  warning,  (4)   effort  to 

overcome. 

ri.  Pride. 

Love      I  ^  T^ 

,.  ^    ^   ,  <2.  Envy, 

distorted,  u,  » 

;  [  3.  Anger. 

-  „    , .       -!  4.  Sloth,  Indifference, 
defective,  i^ 


Love 

excessive. 


r  5.  Avarice. 

-j  6.  Intemperance. 

(  7.  Impurity. 


THE    WORK   OF   THE   GRADES,  IJ^    OUTLINE.       o07 

B.    Government 

I.   The  Isolated  Family. 
II.   The  Rural  Group. 

III.  The  Village. 

IV.  The  City. 

V.    Higher  Life  of  Cities. 

(a)  What  constitutes  good  citizenship. 

(b)  What  does  higher  life  mean. 

(c)  Higher  life  of  Chicago,  Boston,  New  York. 

If  time  permits,  higher  life  of  St.  Louis,  New  Orleans, 

Philadelphia. 
Special  study  of  social  settlements. 

(d)  Higher  life  of  our  own  city. 

VI.    The  State. 

Our  own  State. 

1.  Nature-Study. 

Electricity  and  magnetism.  Natural  magnetism ; 
poles  of  the  earth  ;  discovery  of  magnetism.  Artificial 
magnets ;  marine  compass ;  polarity ;  action  between, 
magnets ;  induced  magnetism ;  physical  theory  of  mag- 
netism ;  magnetic  field ;  terrestrial  magnetism.  Elec- 
tricity :  sources,  conductors,  uses,  effects. 

2.  Measure. 

Cooperation  in  our  own  country  or  with  foreign 
nations,  depending  upon  the  good  faith  of  the  govern- 
ment and  integrity  between  nations,  should  be  consid- 
ered here. 

Interest,  partial  payments,  bank  discount,  exchange, 
ratio,  proportion,  and  partnership  are  taken  in  con- 
sidering cooperation  of  individuals  in  the  rural  group, 


308  ORGANIC  EDUCATION. 

village  and  city;  stocks  and  bonds,  taxes,  and  duties 
in  the  study  of  city  and  state. 

Grade  A  8. 
A.    ANALYSIS   OF   CHARACTER. 

This  is  a  period  of  great  sensitiveness  to  and  desire 
for  the  ideal,  of  longing  for  self-knowledge,  of  specula- 
tion concerning  the  future,  and  of  desire  for  equipment 
for  life.  This  grade  is  sometimes  designated  as  the 
beginning  of  the  sentimental  period.  The  ordinary 
meaning  of  that  expression  could  be  applied  to  some 
children  before  this  age,  but  here  it  is  generally  more 
evident.  It  is  the  usual  channel  through  which  this 
desire  for  the  ideal  is  expressed.  Much  depends  upon 
the  environment  and  the  guidance  of  children  at  this 
age. 

B.    ETHICAL   AIM. 

Perhaps  there  is  no  more  critical  period  in  child  life 
than  this,  the  period  of  adolescence.  The  change  tak- 
ing place  in  the  child's  physical  nature  is  accompanied 
by  a  development  of  sex  instincts,  not  only  mysterious 
to  the  child,  but  positively  dangerous  to  his  whole 
future  life,  unless  at  this  time  he  is  wisely  guided. 
The  teacher  should  see  (since  the  average  home  cannot 
be  relied  upon  to  do  this)  that  these  natural  instincts 
are  turned  into  healthful  channels  rather  than  allowed 
to  become  morbidly  perverted  or  hopelessly  shallowed. 
Many  of  the  pupils  in  this  grade  do  not  enter  the  high 
school,  so  that  whatever  is  done  in  this  direction  must 
be  done  here.  The  ignoring  in  school  and  the  vulgar- 
izing outside  of  the  instincts  dominant  at  this  period 


rilE    WORK   OF  THE   GRADES,  IN   OUTLINE.       309 

have  resulted,  commonly,  both  in  sentimentalit}'-  and 
impurity.  It  is  time  that  the  negative  policy  within 
the  school  be  abandoned  and  some  positive  ideals  de- 
veloped. To  define  marriage  or  liome-life  as  the  high- 
est spiritual  cooperation  will  emphasize  its  organic 
connection  with  all  life,  whose  fundamental  principle 
we  have  found  to  be  cooperation.  Such  a  conception 
will  perhaps  serve  to  clarify  somewhat  the  murky  sen- 
timentalism  which  surrounds  the  subject  in  the  adoles- 
cent mind,  not  however  robbing  it  of  any  sacredness, 
but  rather  enriching  its  meaning.  In  the  hands  of 
a  tactful  and  pure-minded  teacher,  this  work  may  be 
made  infinitely  valuable. 

C.    GENERAL   STATEMENT   OF   MATERIAL. 

The  detailed  study  of  United  States  history  is 
continued  and  concluded  in  this  grade,  according  to 
the  plan  sketched  in  the  preceding  half-year.  But  the 
institution  for  special  study  is  here  the  home  instead 
of  the  state.  The  home  is  studied  as  to  its  fundamental 
idea,  its  environment  and  structure,  its  furnishings,  the 
industries  necessary  for  maintaining  its  material  side, 
and  the  art  essential  that  it  may  perform  its  higher 
usefulness. 

Margaret  Morley's  Song  of  Life  and  Life  and  Love  contain  the 
best  possible  presentation  of  the  scientific  material  for  this  work. 
The  teacher  should  by  all  means  make  herself  familiar  with  these 
books. 

Love  stories,  carefully  selected,  should  be  read  in  connection 
with  the  work  of  the  grade,  these  always  to  be  the  best  of  their 
kind  that  the  teacher  knows,  and  inculcating  pure  and  rational 
rather  than  sentimental  and  passionate  ideas  of  love.  The  teacher 
may  test  such  stories  as  she  thinks  might  be  suitable  to  the  purpose, 


310  ORGANIC  EDUCATION. 

by  the  following  definition  given  by  Dr.  Mary  Wood- Allen  for 
immoral  literature  :  "  Immoral  literature  is  any  literature  which 
depicts  love  as  a  feverish,  irresponsible  passion,  that  comes  we 
know  not  whence,  and  carries  us  we  know  not  whither,  but  that 
must  be  followed  wherever  it  leads."  Any  story  which  this  defini- 
tion describes  should  be  at  once  ruled  out. 

The  following  outline  may  be  used  in  planning  the  work  for 
this  grade :  — 

A.    Language. 
I. 
The  Paradiso.     (For  ideals  and  to  complete  work  begun  in  B  8.) 

Heavens  :  — 

1.  Moon.     Right  Motives  but  Imperfect  Wills, 
(o)  The  individual  is  part  of  the  whole. 

(b)  Man's  greatest  endowment  is  Freedom  of  Will. 

2.  Mercury.     Fame  the  incentive  to  great  deeds.     If  man  has 

Freedom  of  Will,  desire  measures  attainment. 

3.  Venus.    Love  of  friends  the  incentive  to  good  living.    Love 

should  mean    good  will    to   men  ;   should    include   the 

whole  "  spectrum  "  of  virtues :  — 
(a)  Patience. 
(6)  Kindness. 

(c)  Generosity. 
(c?)  Humility, 
(e)  Courtesy. 
(/)  Unselfishness. 
(g)  Good  Temper. 
(A)  Guilelessness. 
(i)   Sincerity. 

4.  The  Sun.     Spiritual  Teachers.     Everything  created  is   a 

thought  of  God.  Man  is  the  highest  expression  of 
God's  thought.  Man's  life,  then,  should  express  beauty, 
harmony,  love. 

5.  Mars.     Brave  Thinkers.     Martyrs.     Crusaders.    Crusades 

of  to-day. 


THE    WORK   OF   THE   GRADES,  IN   OUTLINE.       311 

6.  Jupiter.     .lust  and  Merciful  Rulers.     The  whole  for  the 

Individual.  AVhat  is  secured  to  the  individual  by  each 
of  the  institutions :  Family,  School,  Society,  State, 
Church. 

7.  Saturn.     Devout   Thinkers,    who  saw   deep  meanings   in 

life  and  gave  to  the  world  the  results  of  their  thinking. 

8.  Fixed  Stars.     Perfection.     Dante  comes  to  perfect  under- 

standing of  the  meaning  of  each  stage  of  his  jom-ney. 
Love  and  justice  reign  over  all  the  affairs  of  life. 

9.  Final  Heavens.     God  the  Source  of  Life  and  I^ight.     God 

is  Love.  Man  is  created  to  be  like  God.  Man  there- 
fore must  give  out  love. 

11. 

Suggested  Stories. 

1.  Tennyson's  Princess. 

2.  Shakespeare's  Tempest. 

3.  King  Lear. 

4.  As  You  Like  It. 

5.  Browning's  Herve  Kiel.    - 

UL 

The  "  Song  of  Life." 
The  story  of  life. 

(a)  Plant. 

(h)  Fish. 

(c)  Bird. 

(d)  Higher  Animal. 

(e)  Man. 

Ideals  of  manhood  and  womanhood. 
Readings  and  talks  on  the  following:  — 
Longfellow,  Maidenhood. 
Lowell,  Irene. 
Lowell,  My  Love. 
Browning,  E.  B.,  My  Kate. 
Tennyson,  Sir  Galahad. 
Tennyson,  King  Arthur. 
Tennyson,  Washington  and  Lincoln. 


312  ORGANIC  EDUCATION. 

1.  Nature-Study. 

The  Home, 
Material :  stone,  brick,  wood.  Ventilation  :  study  of 
air,  study  of  flame,  respiration.  Heating:  study  of 
coal,  natural  gas,  electricity,  hot  air,  hot  water.  Light- 
ing :  kinds  of  lights,  location,  fixtures.  Sanitation  : 
pressure  of  air,  compressibility,  elasticity.  Pumps: 
lifting  and  force  pumps,  waterworks.  Food:  quality, 
quantity. 

2.  Measure. 

The  work  in  measure  consists  in  the  study  of  meas- 
urements of  surfaces  and  solids,  and  a  continuation  or 
review  of  the  work  outlined  for  the  grades  below. 

History  for  this  grade  is  indicated  in  B  8.  In  this 
grade  the  work  in  civil  government  is  not  separated 
from  the  history,  but  finds  its  cause,  explanation,  and 
application  through  that  study. 

The  following  references  are  for  this  grade  and  the  preceding  :— 
Reading  for  the  Children:  — 

Great  orations  relating  to  state  life,  as  of  Demosthenes,  Cicero, 
Webster. 

Washington's  Farewell  Address. 

Lincoln's  Gettysburg  Speech. 

Hale,  The  Man  without  a  Country. 

Fiske,  The  Last  American. 

Fiske,  Discovery  of  America. 

Fiske,  American  Revolution. 

Fiske,  Beginnings  of  New  England. 

Fiske,  Critical  Period  of  American  History. 

Coffin,  The  Story  of  Liberty. 

Coffin,  Old  Times  in  the  Colonies. 

Coffin,  Building  of  the  Nation. 


THE    WORK  OF  THE  GRADES,  IN   OUTLINE.       313 

Coffin,  Redeeming  the  Republic. 
Austin,  Standish  of  Standish. 
Farrington,  Tales  of  King  Arthur. 
Tennyson,  Sir  Galahad. 
Tennyson,  The  Holy  Grail. 
Tennyson,  Passing  of  Arthur. 
Tennyson,  Song  of  King  Arthur's  Knights. 
Reference  Books: — 

MacChire's  Life  of  Lincoln. 

Judson,  The  Growth  of  the  American  Nation. 

Wright,  Industrial  Evolution  in  the  United  States. 

Armitage,  Childhood  of  the  English  Nation. 

Irving,  Life  of  AVashington. 

Irving,  Life  of  Columbus. 

Mac  Master,  History  of  the  United  States. 

Brooks,  The  Century  Book. 

Griffis,  Romance  of  Discovery. 

Doyle,  English  Colonies. 

Fiske,  Virginia  and  her  Neighbors. 

Cooke,  Stories  of  the  Old  Dommion. 

Goodwin,  At  the  Head  of  a  Hundred  White  Aprons. 

Griffis,  The  Pilgrims  in  Their  Three  Homes. 

Hart,  History  as  told  by  Contemporaries,  Vol.  I. 

Austin,  Standish  of  Standish. 

Austin,  Betty  Alden. 

Austin,  A  Nameless  Nobleman. 

Austin,  Dr.  Le  Barron  and  his  Daughter. 

Longfellow,  Courtship  of  Miles  Standish. 

Hinam,  The  Landing  of  the  Pilgrims. 

Motley,  Rise  of  the  Dutch  Republic. 

Griffis,  Romance  of  Colonization. 

Irving,  Knickerbocker's  History  of  New  York. 

Mitchell,  Hugh  Wynne. 

Shaler,  iSIan  in  North  America. 

Bruce,  Economic  History  of  Virginia. 

Parkman,  Pioneers  of  France  in  the  New  World. 

Scudder,  George  Washington. 

Longfellow,  Evangeline. 


314  ORGANIC  EDUCATION. 

Lecky,  England  in  the  Eighteenth  Century,  Vol.  III. 
Frothingham,  Rise  of  the  Republic. 
Fiske,  War  for  Independence. 
Hale,  George  Washington. 
Harrison,  A  Son  of  the  Old  Dominion. 
Cooper,  The  Spy. 

Holmes,  Grandmother's  Story  of  Bunker  Hill. 
Curtis,  Constitutional  History. 
Hamilton,  History  of  the  Republic,  Vol.  III. 
Lodge,  Life  of  Washington,  Vol.  II. 

Hart,  Formation  of  the  Union,  Vol.  II.  of  the  Epoch  Series. 
Longfellow,  Building  of  the  Ship. 
Curtis,  United  States  and  Foreign  Powers. 
Channing,  Student's  History  of  United  States. 
De  Tocqueville's  Visit  to  America,  1831,  the  Century,  September, 
1898. 

Sumner,  Jackson. 

Lodge,  Webster. 

Von  Hoist,  Calhoun. 

Schurz,  Clay. 

!Nicholay  and  Hay,  Life  of  Lincoln. 

Lincoln's  Gettysburg  Speech. 

Lincoln's  Second  Inaugural  Address. 

Brooks,  Phillips,  Address  upon  the  Life  and  Death  of  Lincoln. 

Lowell,  Commemoration  Ode. 

Holmes,  Brother  Jonathan's  Lament  for  Sister  Caroline. 

Whittier,  Kansas  Emigrant. 

Whittier,  John  Brown  of  Ossawatomie. 

Whittier,  La  Maria's  Du  Cygne. 

Stowe,  Uncle  Tom's  Cabin. 

Tourgee,  A  Fool's  Errand. 

Page,  Red  Rock. 

Wilson,  Division  and  Reunion. 

McCulloch,  Men  and  Measures  of  Half  a  Century. 

Grady,  The  New  South. 

Lowell,  The  Blue  and  the  Gray. 

Sidney  Lanier,  Symphony. 

Henderson,  The  Social  Spirit  in  Amt  .ica. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       315 

Govei'umeiU. 

Bryce,  American  Commonwealth. 

Burton,  C.  M.,  Cadillac's  Village. 

Dole,  American  Citizen. 

Farmer,  Silas,  History  of  Detroit  and  Michigan. 

Fiske,  John,  Civil  Government  in  United  States. 

Giddings,  Principles  of  Sociology. 

Hamlin,  jNIarie,  Legends  of  Detroit. 

Johnston,  Handbook  of  American  Politics. 

Kidd,  Social  Evolution. 

Small  and  Vincent,  Introduction  to  the  Study  of  Society. 

Townsend,  Civil  Government. 

Municipal  Manual  of  leading  cities. 

Higher  Life  of  Cities. 
The  Outlook:  — 

Roosevelt,  Higher  Life  of  American  Cities,  Dec.  21,  1895. 
Chicago,  Feb.  22,  18!H). 
Boston,  March  28,  1896. 
New  York,  Jan.  25,  1896.  -' 

Civil  Government  in  United  States,  April  4,  1890. 
New  Orleans,  April  25,  1896. 
Philadelphia,  July  25,  1896. 
St.  Louis,  Aug.  29,  1896. 

References  for  Teachers:  — 

A  rthnriad. 
Abbey,  E.  A.,  Handbook  of  Boston  Public  Library. 

The  Quest  of  the  Holy  Grail. 
Alford,  Henry,  Contemporary  Review,  Vol.  1'5,  p.  104. 

Atlantic,  Vol.  38,  August,  1876. 
Brooke,  Stopford  A.,  Tennyson,  His  Art  and  Relation  to  Modern 
Life. 

Bulfinch,  Age  of  Chivalry,  Part  11. 

Canadian  Monthly,  Vol.  18.     Arthur  of  History  and  Romance. 
Contemporary  Revietv,  Vol.  7,  January  to  April,  1868.     Arthurian 
Legends  in  Tennyson. 

Edinburgh  Review,  January  to  April,  1870.     Epic  of  xVrthur. 


316  ORGANIC  EDUCATION. 

Malory,  Morte  d' Arthur. 

Rolfe,  W.  J.,  Idylls  of  the  King,  with  notes. 
Reference  Books  for  Dante  Study : — 

Alger,  Wm.  R.,  The  Solitudes  of  Nature  and  Man.  Sketch  of 
Dante. 

Baynes,  H.,  Dante  and  his  Ideal. 

Blow,  S.  E.,  A  Study  of  Dante,  with  Introduction  by  W.  1\ 
Harris. 

Botticelli,  Illustrations  of  the  Divine  Comedy. 

Boyd,  Henry,  The  Divine  Comedy,  with  preliminary  essays, 
notes,  and  illustrations. 

Browning,  Oscar,  Encyclopaedia  Britannica,  Dante. 

Religious  Systems  of  the  World.  The  Religion  of  Dante,  pp. 
483-498. 

Bruce,  J.,  Classic  and  Historic  Portraits,  Vol.  II.,  Dante. 

Butler,  A.  J.,  Dante,  his  Times  and  his  Work. 

Carlyle,  J.  A.,  The  Divine  Comedy.    Prose  translation  and  notes. 

Cary,  H.  F.,  The  Vision  of  Hell,  Purgatory,  and  Paradise,  with  life 
of  Dante,  view  of  his  age,  and  notes.     Illustrated  by  Gustave  Dore. 

Century  Magazine,  Vol.  5,  574.     On  Portraits  of  Dante. 

Characteristics  of  Men  of  Genius,  Vol.  I.,  Dante. 

Chester,  Norley,  Stories  from  Dante. 

Church,  R.  W.,  Essays  and  Reviews,  Dante. 

Crane,  T.  F.,  North  American  Review,  April,  1866.  Bibliog- 
raphy :  The  Dante  Library  presented  by  W.  Fisk  to  Cornell. 

Cross,  J.  W.,  Impressions  of  Dante  and  of  the  New  World. 

Dobson,  W.  T.,  The  Classic  Poets.  (Dante's  Divine  Comedy 
epitomized.) 

Dore,  Gustave,  Illustrations  from  the  Divine  Comedy. 

Gardner,  Edmund,  Dante's  Ten  Heavens. 

Gurney,  Emelia,  Dante's  Pilgrim's  Progress. 

Flaxman,  John,  Illustrations  of  the  Divine  Poems  of  Dante. 

Harrison,  Elizabeth,  In  Storyland,  The  Vision  of  Dante  (for 
little  children). 

Harris,  W.  T.,  The  Spiritual  Sense  of  the  Divine  Comedy. 

Hensman,  M.,  Dante  map  with  preface  and  notes.  A  map 
showing  places  mentioned  in  Dante's  writings  and  those  visited 
by  him  in  his  exile. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       317 

Howe,  J.  W.,  Is  Polite  Society  Polite?  Dante  and  Beatrice, 
pp.  181-202. 

Kuhns,  L.  Oscar,  The  Treatment  of  Xature  in  Dante. 

Hunt,  Leigh,  Stories  from  Italian  Poets.     (Dante.) 

King,  Alice,  A  Chister  of  Lives,  pp.  70-85. 

Longfellow,  H.  AV.,  The  Divine  Comedy.  Metrical  translation 
with  notes. 

Lowell,  J.  R.,  Among  My  Books.     2d  Series. 

Mabie,  H.  W.,  Essays:  Some  Modern  Readings  from  Dante, 
pp.  175-206. 

Moore,  E.,  The  Time  References  in  the  Divine  Comedy,  and 
their  bearing  on  the  assumed  date  and  duration  of  the  Vision. 

Norton,  C.  E.,  The  Divine  Comedy.     Prose  translation. 

Oliphant,  M.,  Makers  of  Florence. 

Oliphant,  M.,  Biography  of  Dante. 

Parsons,  T.  W.,  The  First  Canticle  [Inferno]  of  the  Divine 
Comedy. 

Phillemore,  Catherine  M.,  Dante  at  Ravenna. 

Rossetti,  M.  F.,  A  Shadow  of  Dante. 

Scartazzini,  A  Companion  to  Dante,  translated  by  A.  J.  Butler. 

Schaff,  Literature  and  Poetry,  pp.  279-429. 

Snider,  D.  J.,  Dante's  Inferno  —  a  Commentary. 

Symonds,  J.  A.,  An  Introduction  to  the  Study  of  Dante. 

Vernon,  William  W.,  Readings  of  the  Inferno  of  Dante,  with 
Introduction  by  Rev.  Edward  Moore. 

Vernon,  William  W.,  Readings  of  the  Purgatorio  of  Dante,  with 
introduction  by  R.  W.  Church. 

White,  Andrew,  History  of  the  Warfare  of  Science  and  Theology 
in  Cln-istendom.     Vol.  I.,  Chs.  2,  3. 

Wilstack,  J.  A.,  The  Divine  Comedy,  with  notes. 

For  Diagrams  of  the  Divine  Comedy. 

The  Inferno,  in  A  Shadow  of  Dante,  D.  (i.  Rossetti. 
The  Purgatorio,  in  A  Shadow  of  Dante,  D  G.  Rossetti. 
The  Inferno,  Purgatorio,  and  Paradiso,  in 

The  Epic  of  the  Fall  of  Man, 

S.  H.  Gurteen. 

G.  P.  Putnam's  Sons,  Publishers,  N.  Y- 


318  OBGANIC  EDUCATION. 

There  are  some  suggestive  symbols  in  Dante's  Pilgrim's  Progress, 
Emelia  Gurney. 

Language  (^A  8). 

Dawson,  S.  E.,  A  Study  of  the  Princess. 

Journal  of  Speculative  Philosophy :  Articles  on  The  Tempest. 

Moulton,  The  Tempest. 

Rolfe,  William  J.,  Pippa  Passes. 

Rolfe,  The  Princess. 

Story  of  Life  {A  8). 

Gates,  Professor  Elmer,  of  Washington,  D.  C,  An  Address 
at  First  Congress  of  Mothers  in  Washington. 

Morley,  Margaret,  A  Song  of  Life. 

Morley,  Margaret,  Life  and  Love. 

Perry,  Mrs.  Belle  M.,  of  Charlotte,  Mich.,  A  pamphlet  on  Con- 
secrated Parentage. 

Wood- Allen,  Dr.  Mary,  Almost  a  Man. 

Wood-Allen,  Child  Confidence  Rewarded. 

Wood-Allen,  Teaching  Truth. 

Warren,  Mortimer  A.,  Almost  Fourteen. 

Pictures : — 

Abbey,  Holy  Grail  Series. 
Burne- Jones,  Sir  Galahad. 
Watts,  Sir  Galahad. 

Dante  Work. 

Giotto,  Portrait  of  Dante.  Fresco  in  N'ational  Museum,  Flor- 
ence. 

Giotto,  Portrait.     Before  Restoration. 

D.  G.  Rossetti,  Head  of  Dante  (detail  from  Dante's  Dream). 
R.  Giannetti,  Portrait. 

Stefan  o  Tofanelli,  Portrait. 

J.  L.  Gerome,  Dante. 

Peterlin,  Portrait. 

Statue  of  Dante  in  Santa  Croce,  Florence. 

Statue  of  Dante  in  Piazza  of  Santa  Croce,  by  Pazzi. 

E.  Demi,  Statue  of  Dante  in  portico  of  Uffizi,  Florence. 
Dante,  from  death  mask. 


THE   WORK  OF  THE  GRADES,  IN   OUTLINE.       319 

Death  mask  —  two  views. 

Castagno,  Statue  of  Dante,  National  Museum,  Florence. 

"Naples  Dante,"  —  bust  in  Museum,  Naples. 

Palace  of  Justice  and  statue  of  Dante  at  Verona. 

Dante  and  Beatrice,  statue  at  Como. 

Ary  Scheffer,  Dante  and  Beatrice. 

Halliday,  Dante's  First  Meeting  with  Beatrice. 

M.  Rieder,  Dante  mourning  for  Beatrice. 

D.  G.  Rossetti,  Dante's  Dream. 

G.  Moche,  Dante  presenting  Giotto  to  Guido  Signore  of  Ra- 
venna. 

A.  Maignan,  Dante  and  Matilda. 

Delacroix,  Dante  and  Virgil  crossing  the  Styx. 

Jerome,  Dante  and  Women  of  Verona. 

House  of  Dante,  Florence. 

Monument  to  Dante  in  Santa  Croce,  Florence. 

Tomb  of  Dante,  Ravenna. 

Monument  to  Dante,  Ravenna. 

Raphael,  Portrait  of  Virgil. 

C.  Jalabert,  Virgil,  Horace,  and^Varius. 

Hector  Le  Roux,  At  Virgil's  Tomb. 

M.  Rieder,  Dante  and  the  Friends  of  Beatrice. 

Abbe,  Statue  exhibited  at  World's  Fair. 

Other  pictures  for  this  grade  should  be  of  the  children's  own 
choosing.  Each  child  should  have  made  his  collections  through 
the  grades  below  and  classified  them  in  the  grade  just  below. 

SoxGs:  — 

Cousins,  Songs  from  the  wi'itings  of  Tennyson,  set  to  music  by 
various  composers. 

Norris,  Homer,  Sweet  and  Low. 


APPENDIX   A. 

BOOKS   OF   REFERENCE. 

For  convenience  of  reference  some  of  the  more  important  works 
mentioned  in  the  preceding  pages  are  here  included  in  one  list,  to- 
gether with  information  regarding  the  time  and  place  of  publication, 
the  publisher,  and  the  price. 

Abbott,  J.,  History  of  Romulus.     Harper,  N.  Y.     $1.00. 
Abbott,  J.,  Rollo  Books,  14  vols.     Crowell,  N.  Y.,  1883.     $2.50. 
Adams,  C.  K.,  Manual  of  Historical  Literature.    Harper,  N.  Y.    $2.50. 
Adams,  G.  B.,  Civilization  during  the  Middle  Ages.    Scribner,  N.  Y., 

1894.     $2.50. 
Adler,  Felix,  Moral  Instruction  of  Children.     Appleton,  N.  Y.    $1.50. 
.^sop's  Fables,  edited  by  H.  C.  Scudder.     Houghton,  Boston.     fO.40. 
Aguilar,  Grace,  Days  of  Bruce.     Appleton,  N.  Y.,  1875.     $1.00. 
Allen,  C.  B.,  The  Man  Wonderful.    Fowler,  Wells  &  Co.,  N.  Y.    $1.50. 
Allen,  F.  H.,  Great  Cathedrals  of  the  World,  2  vols.     Hashell  &  Post, 

Boston,  1886. 
Amicis,  E.  de,  Holland  and  its  People.     Putnam,  N.  Y.,  1881.     $2.00. 
Andersen's  Fairy  Tales,  trans,  by  Stickney.     Ginn,  Boston.     $1.00. 
Anderson,  R.  B.,  Norse  Mythology.     Griggs,  Chicago,  1875.     $2.50. 
Andrews,  J.,  The  Seven  Little  Sisters  who  live  on  the  Round  Ball. 

Ginn,  Boston.     School  edition,  $0.50. 
Andrews,  J.,  Ten  Boys  who  lived  on  the  Road  from  Long  Ago  to 

Now.     Ginn,  Boston.     School  edition,  $0.50. 
Andrews,  J.,  Each  and  All :  The  Seven  Little  Sisters  prove  the  Sister- 
hood.    Ginn,  Boston.     School  edition,  $0.50. 
Andrews,  J.,  The  Stories  Mother  Nature  told  her  Children.      Ginn, 

Boston.     School  edition,  $0.50. 
Anthon,  C,  Antiquities  of  Rome.     Harper,  N.  Y.,  1854.     $1.50. 
Arabian  Nights,  edited  by  E.  E.  Hale.     Ginn,  Boston,  1888.     $0.50. 
Armitage,  E.  S.,  Childhood  of  the  English  Nation.     Putnam,  N.  Y., 

1877.     $1.25. 

320 


APPENDIX.  321 

Arnold,  E.,  Light  of  Asia.     Crowell,  N.  Y.,  1894.     $0.75. 

Arnold,  E.,  Indian  Myths.     Eclectic  Magazine,  Vol.  71,  page  1304. 

Arnold,  M.,  Balder  Dead.    (Poems.)     Macmillan,  N.  Y.,  1890.    •'51.75. 

Arnold,  M.,  Sohrab  and  Rustum.     American  Book  Co.,  N.  Y.     $0.20. 

Austen,  J.  G.,  Standish  of  Standish.  A  story  of  the  Pilgrims. 
Houghton,  Boston,  1892.     2  vols.     $5.00. 

Baldwin,  J.,  Stories  of  the  Golden  Age.    Scribner,  N.  Y.,  1887.    $2.00. 

Baldwin,  J.,  Story  of  Roland.     Scribner,  N.  Y.,  1883.     $2.00. 

Baldwin,  J.,  Story  of  Siegfried.     Scribner,  N.  Y.,  1882.     $2.00. 

Baldwin,  J.  M.,  Mental  Development  of  the  Child  and  the  Race. 
Macmillan,  N.  Y.,  1895.     $2.60. 

Ball,  Sir  R.  S.,  Star-Land.     Ginn,  Boston,  1892.     $1.00. 

Baring-Gould,  S.,  Curious  Myths  of  the  Middle  Ages.  Rivingtons, 
London,  1871.     $1.50. 

Barkley,  H.  C,  Ride  through  Asia  Minor.     Murray,  London.     $2.63. 

Barnes,  Mary,  General  History.     Heath,  Boston,  1890.     81.60. 

Barnes'  History  of  Rome,  edited  by  J.  D.  and  E.  B.  Steele.  Chau- 
tauqua Press,  N.  Y.     $1.17. 

Barr,  A.,  A  Bow  of  Orange  Ribbon.     Dodd,  N.  Y.,  1893.     $2.50. 

Bass,  M.  F.,  Animal  Life.     Heath,  Boston.     $0.35. 

Bass,  M.  F.,  Plant  Life.     Heath,  Boston.     $0.25. 

Becker,  W.  A.,  Gallus,  trans,  by  F.  Metcalf.     Appleton,  N.  Y.     $3.00. 

Beesley,  Mrs.,  Stories  of  Rome.     Macmillan,  London,  1878.     $0.65. 

Bell,  A.,  Feudalism,  British  and  Continental.  Longmans,  London, 
1863.     $1.35. 

Bellamy,  B.  W.,  and  Goodwin,  M.  W.,  Open  Sesame  !  Poetry  and 
Prose  for  School  Days.    Ginn,  Boston,  1890.    3  vols.    Each  $0.75. 

Benjamin,  S.  G.  W.,  A  Glance  at  the  Arts  of  Persia.  Century 
Magazine,  Vol.  10,  page  716. 

Benjamin,  S.  G.  W.,  Persia  and  the  Persians.  Ticknor  &  Co.,  Boston, 
1886.     $5.00. 

Benjamin,  S.  G.  W.,  Story  of  Persia.     Putnam,  N.  Y.,  1887.     $1.50. 

Beowulf,  trans,  by  Hall.     Heath,  Boston.     $0.75. 

Bert,  Paul,  First  Steps  in  Scientific  Knowledge.  Lippincott,  Phila- 
delphia, 1887.     $0.60. 

Bishop,  C.  E.,  Pictures  from  English  History.  Phillips  and  Hunt, 
N.  Y.,  1883.     $1.25. 

Bishop,  John  L.,  History  of  American  Manufactures.  Young  &  Co., 
Philadelphia,  1864. 

Blaisdell,  A.  F.,  Our  Bodies.     Ginn,  Boston.     $0.65. 

Blow,  S.,  A  Study  of  Dante.     Putnam,  N.  Y.,  1886.     $1.25. 


322  ORGANIC  EDUCATION. 

Bliimner,  A.,  Home  Life  of  the  Ancient  Greeks.     Translated  by  Alice 

Zimmern.     Cassell,  N.  Y.,  1893.     $2.00. 
Boissier,  G.,  Pompeii  and  Rome.     Putnam,  N.  Y.,  1896.     |2.50. 
Boissier,  G. ,  Tlie  Country  of  Horace  and  Virgil.    Putnam,  N.  Y.    $2. 50. 
Bolton,  S.  K.,  Boys  who  became  Famous.      Crowell,  N.  Y.     $1.50. 
Bolton,  S.  K.,  Girls  who  became  Famous.      Crowell,  N.  Y.     |1.50. 
Bolton,  S.  K.,  Famous  Voyagers  and  Explorers.    Crowell,  N.  Y.    $1.50. 
Bonner,  J.,  Child's  History  of  Greece.     Harper,  N.  Y.,  1857.     $1.25. 
Brooks,  E.  S. ,  Chivalric  Days.     Putnam,  N.  Y.,  1887.     $2.00. 
Brooks,  E.  S.,  Story  of  an  American  Indian.    Lothrop,  Boston.    $2.50. 
Brooks,  E.  S.,  The  Century  Book  for  Young  Americans.     Century 

Co.,  N.  Y.,  1894.     $1.50. 
Browning,  R. ,  Article  in  Encyclopsedia  Britannica  on  Dante. 
Browning,  R.,  The  Pied  Piper  of  Hamelin.     Illustrated  by  K.  Greena- 

way.     Houghton,  Mifflin,  Boston,  1888.     $2.00. 
Bryant,  W.  C,  Poetical  Works.     Appleton,  N.  Y.,  1893.     $3.00. 
Bryce,  James,  Holy  Roman  Empire.     Macmillan,  N.  Y.     $1.60. 
Bryce,  James,  American  Commonwealth.     Macmillan,  N.  Y.    $2.25. 
Buckle,  H.  T.,  History  of  Civilization  in  England.     Appleton,  N.  Y., 

1865.     2  vols.     $6.00. 
Buckley,  A.  B.,  Fairyland  of  Science.     Lippincott,  Phila.     $1.50. 
Buckley,  A.  B.,  A  Short  History  of  Natural  Science.    Appleton,  N.  Y., 

1876.     $2.00. 
Buckley,  A.   B.,  Life   and  her  Children.      Appleton,  N.  Y.,   1881. 

$1.50. 
Bulfinch,  T.,  Age  of  Fable.     S.  Tilton  &  Co.,  Boston,  1881.     $3.00. 
Bulfinch,  T.,  Age  of  Chivalry  ;  or,  Legends  of  King  Arthur.     S.  Tilton 

&  Co.,  Boston,  1876.     $3.00. 
Bulfinch,  T.,  Legends  of  Charlemagne.     J.  E.  Tilton  &  Co.,  Boston, 

1876.     $3.00. 
Bulwer  Lytton,  E.  G.,  Last  Days  of  Pompeii.     Little,  Brown  &  Co., 

Boston,  1893.     $1.50. 
Bunce,  J.  L.,  Fairy  Tales,  Their  Origin  and  Meaning.     Macmillan, 

London,  1878.     $0.75. 
Bunyan,  J.,  Pilgrim's  Progress.     Ginn,  Boston,  1891.     $0.35. 
Burckhardt,   J.,    Civilization    of    the    Renaissance.      Translated   by 

Middlemore.     Kegan  &  Paul,  London,  1878.     2  vols.     $6.00. 
Burn,  R.,  Ancient  Rome  and  its  Neighborhood.     Macmillan,  N.  Y., 

1895.     $2.25. 
Burn,  R.,  Old  Rome  (handbook  to  the  ruins  of  the  city).     Bell  &  Sons, 

London,  1870.     $15.00. 


APPENDIX.  323 

Burn,  R.,  Roman  Literature  in  Relation  to  Roman  Art.     Macmillan, 

N.  Y.,  1888.     $2.25. 
Burnett,  Mrs.  F.  H.,  Little  Lord  Fauntleroy.    Scribner,  N.  Y.    $2.00. 
Burnley,  J.,  Romance  of  Invention.    Cassell,  London.     $0.70. 
Burt,  M.  E.,  Literary  Landmarks.     Houghton,  Boston.     $0.70. 
Butterworth,  H.,  Little  Arthur's  Story  of  Rome.     Crowell,  N.  Y., 

1892.     $1.25.  V 

Butterworth,  H.,  Zigzag  Journeys  in  Classic  Lands.     Estes  &  Lauriat, 

Boston,  1881.     §1.75. 
Butterworth,  H.,  Zigzag  Journeys  in  India.     Estes  &  Lauriat,  Boston, 

1887.     $1.75. 
Butterworth,  H.,  Zigzag  Journeys  in  the  Levant.     Estes  &  Lauriat, 

Boston,  1880.     $1.75. 
Butterworth,  H.,  Zigzag  Journeys  from  the  Nile  to  the  Holy  Land. 

Estes  &  Lauriat,  Boston,  1886.     $1.75. 
Butterworth,    H.,   Zigzag  Journeys  in   Northern   Lands.       Estes  & 

Lauriat,  Boston,  1884.     $1.75. 
Butterworth,   H.,  Zigzag  Journeys   in   the  Sunny  South.      Estes  «& 

Lauriat,  Boston,  1889.     $1.75. 
Campbell,    D.,    The    Puritan    in    Holland,    England,    and    America. 

Harper,  N.  Y.,  1893.    2  vols.  .  $5.00. 
Carlyle,  T.,  Heroes  and  Hero  Worship.     Crowell,  N.  Y.     $1.00. 
Cary,  A.  and"  P.,  Poetical  Works.     Houghton,  Boston.     $2.00. 
Cervantes,  M.,  Don  Quixote.     Ginn,  Boston,  1893.    $0.60. 
Chase,  A   and  Clou,  E.,  Stories  of  Industry.     Educational  Publishing 

Co.,  1892.     2  vols.     $0.80. 
Church,  A.  J.,  The  Burning  of  Rome.     Macmillan,  N.  Y.     $1.00. 
Church,  A.  J.,  Roman  Life  in  the  Days  of  Cicero.      Scribner,  N.  Y. 

$1.00. 
Church,  A.  J.,  Pictures  from  Roman  Life  and  Story  (beginning  with 

the  time  of  Augustus).    Appleton,  N.  Y.     Illustrated,  $1.50. 
Church,  A.  J.,  Story  of  the  Iliad.     Macmillan,  N.  Y.,  1891.    $0.80. 
Church,  A.  J.,  The  Story  (^  the  Odyssey.      Macmillan,  N.  Y.     $0.80. 
Church,  A.  J.,  Stories  from  Livy.     Scribner,  N.  Y.     $2.00. 
Church,  A.  J.,  Stories  from  Greek  Tragedy.      Scribner,  N.  Y.     $2.00. 
Church,  A.  J.,  Stories  from  the  East  by  Herodotus.     Maynard,  M.  & 

Co.,  N.  Y.,  1893.     $0.30. 
Church,  A.  J.,  Stories  of  the  Old  World.     Ginn,  Chicago,  1885.    $0.60. 
Church,  A.  J..  Stories  from  Yirgil.     Harper,  N.  Y.,  1879.     $0.35. 
Church,  A.  J.,  Stories  from  Greek  Comedy.     Macmillan,  N.  Y.    §1.00, 
Church,  A.  J.,  Three  Greek  Children.     Putnam,  N.  Y.     $1.25. 


324  ORGANIC  EDUCATION. 

Church,  A.  J.,  Stories  from  Homer.     Appleton,  N.  Y.,  1878.     $2.00. 
Church,  A.  J.,  Greek  Life  and  Story.     Putnam,  N.  Y.,  1894.     $1.25. 
Church,  R.  W.,  Essay  on  Dante.     Macmillan,  N.  Y.,  1879.     $1.75. 
Clarke,  J.  F.,  Ten  Great  Religions.    Houghton,  Boston.    2  vols.    $3.00. 
Clemens,  S.   L.,   Personal  Recollections  of  Joan  of  Arc.     Harper's 

Magazine,  Vols.  90,  91,  92. 
Clodd,  E. ,  The  Childhood  of  Religions.     Fftul,  Trench  &  Co. ,  London, 

1891.     $0.40. 
Clodd,  E.,  Childhood  of  the  World.     Fitzgerald,  N.  Y.,  1884.     $0.15. 
Coe,  F.  E.,   Modern  Europe  (Vols.  7  and  8  of  The  World  and  its 

People).     Silver,  Burdett  &  Co.,  Boston,  1892.     $0.60. 
Coffin,  C.  C,  Redeeming  the  Republic.     Harper,  N.  Y.,  1890.     $3.00. 
Coffin,  C.  C,  The  Boys  of  '76.     Harper,  N.  Y.,  1877.     $3.00. 
Coffin,  C.  C,  The  Boys  of  '61.   Estes  &  Lauriat,  Boston,  1882.    $2.50. 
Coffin,  C.  C,  Building  the  Nation.     Harper,  N.  Y.,  1883.     $3.00. 
Coffin,  C.  C,  Old  Times  in  the  Colonies.    Harper,  N.  Y.,  1881.    $3.00. 
Coffin,  C.  C,  The  Story  of  Liberty.     Harper,  N.  Y.,  1879.     $3.00. 
Conway,  W.  M.,  Flemish  Artists.     Macmillan,  N.  Y.,  1887.     $2.50. 
Corbould,  E.  H.,  et  al,  Mother  Goose's  Fairy  Tales.     G.  Routledge 

&  Sons,  N.  Y.     $0.75. 
Corroyer,  E.,  Gothic  Architecture.    Edited  by  Armstrong,  Seeley  &  Co., 

London,  1893.     $1.50. 
Cox,  G.  W.,  The  Crusades.     Scribner,  N.  Y.     $1.00. 
Cox,  G.  W.,  Mythology  of  the  Aryan  Nations.    Scribner,  N.  Y.    $1.50 
Cox,  G.  W.,  Tales  of  Ancient  Greece.     McClurg,  Chicago.     $2.00. 
Crosby,  W.  0.,  Some  Common  Minerals.   Heath,  Boston,  1890.    $0.35. 
Curtis,  W.  E.,  The  United  States  and  Foreign  Powers.     Flood  &  Vin- 
cent, Meadville,  1892. 
Dana,  E.  S.,  Minerals  and  how  to  Study  Them.      Chapman  &  Hall, 

N.  Y.,  1895.     $1.50. 
Dawson,  S.  E.,  Study  of  Tennyson's  Princess.     Low,  London.   $1.25. 
Defoe,  D.,  Robinson  Crusoe.  Edited  by  Lambert.  Ginn,  Boston.  $0.60. 
Dennie,  J.,  Rome  of  To-day  and  Yesterdays    Estes  &  Lauriat,  Boston, 

1894.     $2.50. 
DeVinne,  T.,  The   Invention  of   Printing.     F.    Hart  &  Co.,  N.  Y., 

1876.     Illustrated.     $6.00. 
Dickens,  C,  Child's  History  of  England.     Lippincott,  Phila.     $1.00. 
Dickens,  C,  Dombey  and  Son.    Lippincott,  Philadelphia,  1887.    $1.00. 
Dippold,  G.  T.,  The  Ring  of  the  Nibelung.     Holt,  N.  Y.,  1888.    $1.50. 
Dodge,  M.  M.,  Hans  Brinker.     Scribner,  N.  Y.,  1886.     $1.50. 
Dodge,  M.  M.,  The  Land  of  Pluck.     Century  Co.,  N.  Y.,  1894.    $1.50. 


APPENDIX.  325 

Dodge,  N.  S.,  Stories  of  American  History.     Lee  &  Shepard,  Boston, 

1874.     $1.00. 
Douglas,  R.  K.,  China.     Society  for  Promoting  Christian  Knowledge, 

London,  1882.     $1.25. 
Doyle,  A.  C,  The  White  Company.     Harper,  N.  Y.,  1894.     $1.75. 
Drummond,  H.,  The  Ascent  of  Man.    Pott  &  Co.,  N.  Y.,  1891.    82.00. 
Du  Chaillu,  P.  B.,  Explorations  in  Equatorial  Africa.    Harper,  N.  Y., 

1861.     $5.00. 
Du  Chaillu,  P.  B.,  The  Viking  Age.     Scribner,  N.  Y.,  1889.     $7.50. 
Dunton,  L.,  editor.  The  World  and  its  People.    Silver,  Burdett  &  Co., 

Vols.  5-9  of  The  Young  Folks'  Library.     $0.60  each. 
Eberhart,  N.  M.,  Elements  of  Entomology.     A.  Flanagan,  Chicago, 

1891.     $0.35. 
Edwards,  A.  B.,  One  Thousand  Miles  up  the  Nile.     Scribner,  N.  Y., 

1877.     $12.00. 
Edwards,  A.  B.,  Pharaohs,  Fellahs  and  Explorers.     Harper,  N.  Y., 

1891.     $4.00. 
Eggleston,G.  C,  Strange  Stories  from  History.    Harper,  N.  Y.    $1.00. 
Eliot,  G.,  Romola.     Alden,  N.  Y.,  1886.     $0.80. 
Emerson,  Ellen,  Indian  Myths.     Boston,  1889.     $5.00. 
Ewing,  J.  H.,  Jan  of  the  Windmill.'    Bell,  London,  1885.     $0.75. 
Faiths,  The,  of  the  World.     Scribner,  N.  Y.,  1882.     $1.50. 
Falke,  Jacob  von,  Greece  and  Rome.     Translated  by  W.  H.  Browne. 

Holt,  N.  Y.,  1886.     $15.00. 
Farmer,  S.,  History  of  Detroit  and  Michigan.     S.   Farmer  &   Co., 

Detroit,  1884.     $10.00. 
Farrar,  F.  W.,  Cathedrals  of  England.     T.  Whittaker,  N.  Y.      $1.50. 
Farrington,  M.,  Stories  of  King  Arthur.     Putnam,  N.  Y.,  1888.     $2.00. 
Fellow,  C.  C,  Lectures  on  Ancient  and  Modern  Greece.     Ticknor  & 

Fields,  Boston,  1867.     2  vols. 
Fergusson,  James,    History   of  Architecture.     Dodd,    Mead,   N.    Y. 

2  vols.     $7.50. 
Field,  E.,  A  Little  Book  of  Profitable  Tales.     Scribner,  N.  Y.     $1.25. 
Fielde,  A.  M.,  A  Corner  of  Cathay.     Macmillan,  N.  Y.,  1894.     $3.00. 
Finck,  H.  T.,  Lotus  Time  in  Japan.     Scribner,  N.  Y.,  1895.     $1.75. 
Fiske,  J.,  Myths  and  Mythmakers.     Houghton,  Boston.     $2.00. 
Fiske,  J.,  Beginnings  of  New  England.     Houghton,  Boston.     $1.75. 
Fiske,  J.,  Darwinism.     Houghton,  Boston.     $2.00. 
Fiske,  J.,  Discovery  of  America.     Houghton,  Boston.    2  vols.     $4.00. 
Fiske,  J.,  Discovery  and  Conquest.     Houghton,  Boston.     2  vols.     $4. 
Fiske,  J.,  Excursions  of  an  Evolutionist.     Houghton,  Boston.     $1.60. 


326  ORGANIC  EDUCATION. 

Fiske,  J.,  History  of  the  United  States.     Houghton,  Boston.     $1.00. 
Forbes,  S.  R.,  Rambles  in  Rome.     T.  Nelson  &  Sons,  N.  Y.     $1.50. 
Foster,  E.,  Life  of  Lincohi.     Cassell,  N.  Y.,  1887.     $0.50. 
Francillon,  R.  E.,  Gods  and  Heroes.     Ginn,  Boston,  1893.     $0.60. 
Franklin,  B.,  Autobiography.     Lippincott,  Philadelphia,  1868.    $7.50. 
Franklin,  B.,  Poor  Richard's  Almanac.     Houghton,  Mifflin,  Boston, 

1886.     (Paper)  $0.15. 
Freeman,  E.  A.,  Norman  Conquest  of  England.     Macmillan,  N.  Y., 

1873.     6  vols.     $16.00. 
French,  H.  W.,  Our  Boys  in  China.     Lee  &  Shepard,  Boston.     $1.75. 
French,  H.  W.,  Our  Boys  in  India.   C.  E.  Brown,  Boston,  1892.   $1.75. 
Froissart,  J. ,  Chronicles  of  England,  France,  and  Spain.     W.  Smith, 

London,  1891.     2  vols.     $l-.75. 
Frost,  W.  H.,  The  Wagner  Story  Book.    Scribner,  N.  Y.,  1891.    $1.50. 
Frye,  A.  E.,  The  Child  and  Nature.     Ginn,  Boston.     $0.80. 
Frye,   A.    E.,    Brooks  and    Brook    Basins  (in   Geography).      Ginn, 

Boston.     $0.58. 
Furneaux,  W.,  The  Outdoor  World.     Longmans,  N.  Y.,  1893.    $2.50. 
Gardiner,  S.    R.,  Short   History   of   England.     Longmans,   London, 

1891.     $3.50. 
Gardner,  P.,  &  Jevons,  F.  B.,  Manual  of  Greek  Antiquities.     Scrib- 
ner, N.  Y.,  1895.     $4.00. 
Gardner,  P.,  New  Chapters  in  Greek  History.     Putnam,  N.  Y.    $5.00. 
Gayley,  C.  M.,  editor.  Classic  Myths  in  English  Literature.     Ginn, 

Boston,  1892.     $1.50. 
Geikie,  A.,  Geological  Primer.     Appleton,  N.  Y.,  1874.     $0.50. 
Geikie,  A.,  Physical  Geography.     Macmillan,  London,  1881.     $1.10. 
Gell,  W.,  Topography  of  Rome.     Bohn,  London,  1846.     $5.00. 
Gell,  W.,  Books  on  Pompeii.     R.  Worthington,  N.  Y.,  1880.     $8.00. 
Gibson,  W.  H.,  Sharp  Eyes.     Harper,  N.  Y.     $5.00. 
Giddings,  F.    H.,   Principles   of   Sociology.     American  Academy   of 

Political  Science,  1894.     $1.50. 
Gilman,  A.,  Story  of  Rome.     Putnam,  N.  Y.,  1885.     $1.50. 
Goldsmith,  O.,  The  Traveller.     Houghton,  Boston,  1894.     $0.15.- 
Goodrich,  Manners  and  Customs  of  the  Indians.     Old  South  Leaflets, 

Boston.     $0.05. 
Goodyear,  W.  H.,  Renaissance  and  Modern  Art.     Flood  &  Vincent, 

Meadville,  Pa.,  1894.     $1.00. 
Gouin,  F.,  The  Art  of  Teaching  and  Studying  Language.     Scribner, 

N.  Y.,  1892.    $2.25. 
Grady,  H.  W.,  The  New  South.     Robert  Bonner's  Sons,  N.  Y.     $1.00. 


APPENDIX.  327 

Grattan,  T.  C,  The  Netherlands.     Harper,  N.  Y.,  1830.     $1.00. 

Gray,  G.  Z.,  The  Children's  Crusade.    Hurd  &  Houghton,  1871.   §1.00. 

Green,  J.  R.,  History  of  the  English  People.     Harper,  N.  Y.     82.50. 

Green,  S.  G.,  Pen  and  Pencil  Pictures  from  Bible  Lands.  Religious 
Tract  Society,  London,  1879.     $3.50. 

Green,  S.  G.,  Pictures  of  France  and  Germany.  Religious  Tract  So- 
ciety, London,  1879.     $4.00. 

Grimm,  H.,  Michael  Angelo.     Holt,  N.  Y.,  1887.     $0.40. 

Guerber,  H.  A.,  Myths  of  Greece  and  Rome.  American  Book  Co., 
N.  Y.,  1893.    $1.50. 

Guizot,  F.  P.  G.,  History  of  Civilization.     Appleton,  N.  Y.     $6.00. 

Guizot,  F.  P.  G.,  History  of  England.     Scribner,  N.  Y.     81.50. 

Guhl  and  Koner,  Life  of  the  Greeks  and  Romans.  Appleton,  N.  Y., 
1876.     $6.00. 

Gummere,  F.  B.,  Germanic  Origins.     Scribner,  N.  Y.,  1893.     $2.00. 

Gunning,  W.  D.,  Life  History  of  Our  Planet.     Worthington,  N.  Y., 

1879.  $1.50. 

Guyot,  A.  H.,  The  Earth  and  Man  (Physical  Geography).  Translated 
by  C.  C.  Felton.     Scribner,  N.  Y.,  1875.     $1.75. 

Hale,  E.  E.,  Boy  Heroes.     Lothrop,  Boston,  1885.     $1.00. 

Hale,  E.  E.,  The  Man  without  a'  Country.  Little,  Brown  &  Co., 
Boston.     $2.50. 

Hall,  M.,  Our  World  Reader  (No.  1).     Ginn,  Boston,  1892.     $0.60. 

Hallam,  H.,  Middle  Ages.     Harper,  N.  Y.,  1872.     $2.00. 

Hamlin,  Mrs.,  Legends  of  Detroit.     Nourse,  Detroit,  1884.     $2.00. 

Hamlin,  S.  A.,  Pictures  from  English  Literature.  Educational  Pub- 
lishing Co.,  Boston,  1893.     $0.60. 

Hanson,  C.  H.,  Homer's  Stories  simply  told.    Nelson,  London.    $1.00. 

Hanson,  C.  H.,  The  Land  of  Greece.    Nelson,  London,  1886.     $4.00. 

Hanson,  C.  H.,  Stories  from  King  Arthur.     Nelson,  London.     $1.00. 

Harris,  J.  C,  Uncle  Remus,  His  Songs  and  Sayings.     Appleton,  N.  Y., 

1880.  $1.50. 

Harris,  J.  C,  Nights  with  Uncle  Remus.     Houghton,  Boston.     S2.00. 
Harris,  W.  T.,  The  Spiritual  Sense  of  the  Divine  Comedy.    Houghton, 

Boston.     81.00. 
Harrison,  F.,  editor,  New  Calendar  of  Great  Men.     Macmillan,  N.  Y., 

1892.     $2.25. 
Harrison,  F.,  The  Meaning  of  History.     Macmillan,  N.  Y.     $2.25. 
Harrison,  J.  A.,  The  Story  of  Greece.     Putnam,  N.  Y.     $1.50. 
Harrison,  J.,  Myths  of  the  Odyssey  in  Art  and  Literature.     Riving- 

tons,  London,  1881.    $4.50. 


328  ORGANIC  EDUCATION. 

Hartland,  The  Science  of  Fairy  Tales.     Scribner,  N.  Y.,  1890.     $1.25. 
Hartwig,  G.,  Polar  and  Tropical  Worlds.     Nichols  &  Co.,  Springtield, 

Mass.,  1878.     $4.25. 
Haweis,    H.   R.,  My  Musical   Memories.     Funk  &  Wagnalls,   N.  Y. 

$1.00. 
Hawthorne,  N.,  Marble  Faun.     Houghton,  Boston.     $1.00. 
Hawthorne,  N.,  Tangiewood  Tales.     Houghton,  Boston.     $1.00. 
Hawthorne,  N.,  Wonder  Book.     Houghton,  Boston.     $1.00. 
Hearn,  L.,  &  Blum,  K.,  Sketches  of  Japan.     Houghton,  Boston,  1894. 

$1.25. 
Hegel,  G.  W.  F.,  Lectures  on  the  Philosophy  of  History.    Translated 

from  3d  German  edition  by  J.  Sibree.  Scribner,  N.  Y.,  1888.  $2.00. 
Hemans,  F. ,  Poems.     Bradley,  Philadelphia,  1884.     $1.25. 
Henty,  G.  A.,  The  Lion  of  St.  Mark's.    Scribner,  N.  Y.,  1892.    $1.50. 
Henty,  G.  A.,  Wulf  the  Saxon.     Scribner,  N.  Y.,  1894.     $1.50. 
Holcomb,  C.,  The  Real  Chinaman.     Longmans,  N.  Y.,  1895.     $2.00. 
Holmes,  0.  W.,  Our  Hundred  Days  in  Europe.     Houghton,  Boston, 

1891.     $1.50. 
Holmes,  O.  W.,  Poetical  Works.     Houghton,  Boston.     $1.50. 
Homer's  Iliad.    Trans,  by  W.  C.  Bryant.     Houghton,  Boston.     $1.00. 
Homer's  Odyssey.  Trans,  by  W.  C.  Bryant.  Houghton,  Boston.  $1.00. 
Homer's  Odyssey.  Trans,  by  G.  H.  Palmer.  Houghton,  Boston.  $2.50. 
Home,   J.    P.,  The   Buried   Cities   of  Vesuvius.     Hazell,  Watson   & 

Viney,  London,  1895.     $0.88. 
Howells,  W.  D.,  A  Boy's  Town.     Harper,  N.  Y.     $1.25. 
Hughes,    T.,  Tom  Brown  at  Rugby.     Edited  by  C.  W.  Robinson. 

Ginn,  Boston,  1889.     $0.70. 
Hugo,  v.,  Les  Miserables.     Crowell,  N.  Y.,  1888.     $1.50. 
Hugo,  v.,  Tales  of  His  Grandchildren.     Edited  by  Brander  Matthews 

in  Wide  Awake,  1886. 
Hurll,  E.  M.,  Child  Life  in  Art.     Knight  &  Co.,  Boston.    Illus.    $2.00. 
Irving,  W.,  The  Alhambra.     Ginn,  Boston,  1891.     $0.50. 
Irving,  W.,  Columbus  (Knickerbocker  Edition).  Putnam,  N.  Y.  $3.00. 
Irving,  W.,  Sketch  Book.     Putnam,  N.  Y.,  1856.     $1.00. 
Irving,  W.,  Life  of  George  Washington.    Putnam,  N.  Y.,  1856.  $1.00. 
Irving,  W.,  Washington  and  His  Country.    Ginn,  Boston.     $0.40. 
Jackman,  W.  S.,  Nature   Studies  for  the  Common  Schools.     Holt, 

N.  Y.,  1891.     $1.25. 
Jacobs,  J. ,  The  Book  of  Wonder  Voyages.    Nutt,  London,  1896.    $1.50. 
James,  W.,  Principles  of  Psychology.     Holt,  N.  Y.     2  vols.     $4.80. 
Jameson,  A.,  Legends  of  the  Madonna.     Houghton,  Boston,     $1.25. 


APPENDIX.  329 

Jameson,  A.,  Legends  of  tlie  Saints.     Houghton,  Boston.     $1.25. 

Jameson,  A.,  Sacred  and  Legendary  Art.     Houghton,  Boston.    $1.25. 

Johnston,  A.,  Handbook  of  American  Politics.     Holt,  N.  Y.     $0.80. 

Jones,  O.,  Grammar  of  Ornament.    B.  Quaritch,  London.     §25.00. 

Jordan,  D.  S.,  Science  Sketches.     McClurg,  Chicago,  1888.     $1.50. 

Judson,  H.  P.,  The  Growth  of  the  American  Nation.  Gay  &  Bird, 
London,  1897.     $1.50. 

Karpeles,  G.,  Allgemeine  Geschichte  der  Litteratur.  Grote,  Berlin, 
1891.     2  vols.     $8.00. 

Keats,  J.,  Poetical  Works.     Lippincott,  Phila.,  1891.     3  vols.     $4.50. 

Kemble,  J.  M.,  The  Saxons  in  England.  B.  Quaritch,  London,  1876. 
2  vols.     $6.00. 

Kennan,  G.,  Siberia.     Century,  N.  Y.,  1891.    2  vols.     S6.00. 

Kidd,  B.,  Social  Evolution.     Macmillan,  N.  Y.,  1894.     $1.50. 

King,  E.  H.,  The  Soil.     Macmillan,  N.  Y.,  1895.     $0.75. 

Kingsley,  C,  Water  Babies.     Macmillan,  N.  Y.,  1893.     $0.50. 

Kingsley,  C,  Greek  Heroes.     Ginn,  Boston,  1885.     $0.40. 

Kingsley,  C,  Roman  and  Teuton,     Macmillan,  London,  1864.     $3.00. 

Kipling,  R.,  Jungle  Stories.     Century  Co.,  N.  Y.,  1894.     $1.50. 

Knox,  T.  W.  Boy  Travellers  in  the  Far  East  (China  and  Japan). 
Harper,  N.  Y.,  1880.     $3.00.    - 

Knox,  T.  W.,  Boy  Travellers  in  the  Ear  East  (Siam  and  Java).  Har- 
per, N.  Y.,  1880.     $3.00. 

Kretchmer  and  Rohrbach,  Costumes  of  All  Nations.  Sotheran,  Lon- 
don, 1882. 

Kugler,  F.  T.,  Handbook  of  Painting.     Scribner,  N.  Y.,  1887.    812.00. 

Lacroix,  J.  P.,  Manners,  Customs,  Dress  of  the  Middle  Ages.  Bickers 
&  Son,  London. 

Lacroix,  J.  P.,  The  Arts  in  the  Middle  Ages.    Pott,  N.  Y.,  1886.   $7.50. 

Lacroix,  J.  P. ,  Science  and  Literature  in  the  Middle  Ages.  Appleton. 
N.  Y.,  1877.     $12.00. 

Laing,  Mrs.  C.  H.  B.,  Heroes  of  the  Seven  Hills.  Porter  &  Coates, 
Philadelphia,  1873.     $0.50. 

Lamb,  C.  &  M.,  Tales  from  Shakespeare.    Ginn,  Boston,  1885.    $0.50. 

Lamb,  C,  Adventures  of  Ulysses.    Gebbie,  Philadelphia,  1890.   $1.50. 

Lambert,  J.  M.,  Two  Thousand  Years  of  Guild  Life.  Simpkin,  Lon- 
'don,  1892.     $6.75. 

Lanciani,  R.,  Ancient  Rome  in  the  Light  of  Recent  Discoveries. 
Houghton,  Bo.ston,  1888. 

Lanciani,  R.,  Pagan  and  Christian  Rome.    Houghton,  Boston.    $6.00. 

Lang,  A.,  The  Blue  Fairy  Book.     Longmans,  London,  1889.     $2.00. 


330  ORGANIC  EDUCATION. 

Lang,  A.,  Custom  and  Myth.     Harper,  N.  Y.,  1885.     $1.25. 

Lang,  A.,  The  Green  Fairy  Book.     Longmans,  London,  1890.     $2.00, 

Lang,  A.,  The  Red  Fairy  Book.     Longmans,  London,  1892.     $2.00. 

Lanier,  S.,  Poems.     Scribner,  N.  Y.,  1895.     $2.00. 

Lanier,  S.,  The  Boy's  Froissart.     Scribner,  N.  Y.,  1884.     $2.00. 

Lanier,  S.,  The  Boy's  King  Arthur.     Scribner,  N.  Y.,  1889.     $2.00. 

Lanier,  S.,  The  Boy's  Percy.     Scribner,  N.  Y.,  1882.     $2.00. 

Larcom,  L.,  Poetical  Works.    Houghton,  Mifflin,  Boston,  1885.    $1.75. 

Larned,  W.  C,  Churches  and  Castles  of  Mediaeval  France.    Scribner, 

N.  Y.,  1895.     $1.50. 
Liddell,  H.  G.,  History  of  Rome.     Harper,  N.  Y.,  1868.     $2.00. 
Lillie,  Mrs.  L.  C,  Story  of  Music  and   Musicians.     Harper,  N.  Y., 

1886.     $1.00. 
Lincoln,  A.,  Gettysburg  Address.     Houghton,  Mifflin,  Boston,  1888. 

Paper.    $0.15. 
Livingston,  D.,  The  Last  Journal  of.     Harper,  N.  Y.,  1875.     $2.50. 
Lloyd,  W.  W.,  The  Age  of  Pericles.     Macmillan,  N.  Y.,  1875.    $8.00. 
Longfellow,    H.    W.,    Hiawatha.      Houghton,  Boston,    1894.      Hlus- 

trated  by  Remington.     $6.00. 
Longfellow,  H.  W.,  Poetical  Works.     Houghton,  Boston.     $2.00. 
Longfellow,  H.  W.,  Translation  of  Dante.    Houghton,  Boston.     1886. 

2  vols.     $3.00. 
Lord,  J.,  Beacon  Lights  of  History.    Ford,  N.  Y.,  1894.    2  vols.    $4.00. 
Lovejoy,  M.  I.,  Nature  in  Verse.    Silver,  Burdett,  Boston,  1895.   $1.50. 
Lowell,  J.  R.,  Poetical  Works.     Houghton,  Boston,  1892.     $1.50. 
Lowell,  J.  R.,  Among  My  Books.     Houghton,  Boston,  1881.     2  vols. 

$3.00. 
Lubbock,  J.,  The  Beauties  of  Nature.    Macmillan,  N.  Y.,  1892.    $1.25. 
Lubbock,  J.,  Flowers,  Fruits,  and  Leaves.     Macmillan,  N.  Y.     $1.25. 
Ltibke,  W.,  Ecclesiastical  Architecture  in  Germany.     Translated  by 

L.  A.  Wheatley.     Published  by  S.  C.  Jack,  Edinburgh,  1877. 
Ltibke,  W.,  The  History  of  Art.    Edited  by  Cook.    Dodd,  Mead,  N.  Y., 

1881.     $7.50. 
Macaulay,  T.,  Lays  of  Ancient  Rome.     Harper,  N.  Y.,  1888.     $0.56. 
MacClure,  A.  K.,  Life  of  Lincoln.     Kelly,  St.  Paul,  Minn.     $2.00. 
MacMaster,  J.  B.,  History  of  the  United  States.     Appleton,  N.  Y., 

1895.     $2.50. 
McMurray,  A.,  Pioneer  History  of  America.     Jones  &  Kroeger,  Wi- 
nona, Minn.,  1891. 
Mahaffy,    J.    P.,    History   of  Greek   Literature.     Macmillan,    N.  Y. 

$2.25. 


APPENDIX.  331 

Mahaffy,  J.  P.,  Kambles  and  Studies  in  Greece.     Macmillan,  N.  Y., 

1887.     $3.00. 
Mahaffy,  J.  P.,  Old  Greek  Education.    Hunt  and  Eaton,  N.  Y.     $3.00. 
Mahaffy,  J.  P.,  Old  Greek  Life.     Appleton,  N.  Y.,  1883.     .^0.50. 
Mahaffy,  J.  P.,  Social  Life  in   Greece.     Macmillan,  N.  Y.     $1.75. 
Malory,  T.,Morted' Arthur.    Macmillan,  N.  Y.,  1893.   2  vols.    $14.00. 
Manning,  S.,  Italian  Pictures.     Scribner,  N.  Y.,  1890.     $3.20. 
Manning,  S. ,  Land  of  the  Pharaohs.     Religious  Tract  Society,  London, 

1887.     $3.20. 
Marriott,  H.  P.,  Facts  about  Pompeii.     Hazell,  London,  1895.     $1.80. 
Martineau,  H.,  The  Prince  and  the  Peasant.     Giun,  Boston.     $0.55. 
Mason,  O.   T.,  The  Origins  of   Inventions.      Scribner,    N.  Y.,   1895. 

§1.25. 
Mason,  O.  T.,  Woman's  Share  in  Primitive  Culture.    Appleton,  N.  Y., 

1894.     $1.40. 
Maspero,  G.,  Dawn  of  Civilization  in  Egypt  and  Assyria.     Appleton, 

N.  Y.,1894.     $7.50. 
Maspero,  G.,  Egyptian  Archeology.     Putnam,  N.  Y.,  1887.     $3.00. 
Middleton,  J.  H.,  The  Remains  of  Ancient  Rome.     A.  &  C.  Black, 

London,  1892,  or  Macmillan,  N.  Y.     2  vols.     $7.00. 
Miller,  O.  T.,  Little  People  of  Asia.  -Button  &  Co.,  N.  Y.,  1883.    $1.75. 
Milman,    H.  H.,  Latin   Christianity.     Little,  Brown  &  Co.,  Boston, 

1861.     8  vols.     $14.00. 
Mommsen,  T.,  Rome.     Scribner,  N.  Y.,  1887.     2  vols.     $6.00. 
Montgomery,  D.  H.,  The  Beginner's  American  History.     Ginn,  Bos- 
ton, 1892.     $0.70. 
Montgomery,  D.  H.,  Benjamin  Franklin.    Ginn,  Boston,  1891.   $0.50. 
Montgomery,  D.  H.  (editor).  Heroic  Ballads.    Ginn,  Boston.     $0.50. 
Montgomery,  D.  H.     English  History.   Ginn,  Boston.     $1.25. 
Montgomery,  W.,  Tales  of  Ancient  Troy.     Estes  &  Lauriat,  Boston, 

1892.  $1.25. 
Moore,  T. ,  Fire  Worshippers  (Lalla  Rookh) .  Crowell,  Boston.  82. 50. 
Morgan,  L.  H.,  Ancient  Society  of  Greece.  Holt,  N.  Y.,  1877.  $4.00. 
Morley,  M.  W.,  A  Song  of  Life.  McClurg  &  Co.,  Chicago,  1895.  §1.00. 
Morley,  M.  W.,  Life  and  Love.  McClurg  &  Co.,  Chicago,  1895.  §1.00. 
Morris,  W.,  Sigurd  theVolsung.  Roberts  Brothers,  Boston.  $2.50. 
Morris,  C,  The  Aryan  Race,  Their  Origin  and  Achievement.     Griggs, 

Chicago,  1888.     $1.50. 
Motley,  J.  L.,  Rise  of  the  Dutch  Republic.     Harper,  N.  Y.     §10.50. 
Motley,  J.  L.,  United  Netherlands.     Harper,  N.  Y.     4  vols.     $13.00. 
Myers,  P.  V.  N.,  General  History.     Ginn,  Boston,  1889.     $1.65. 


332  ORGANIC  EDUCATION. 

Newell,  J.  H.,  Outlines  of  Lessons  in  Botany  (Parts  I  and  II),     Ginn, 

Boston,  1892.     ^0.90. 
Newell,  J.  H.,  A  Reader  in  Botany.     Ginn,  Boston.     2  vols.     $1.20. 
Norman,  H.,  The  Real  Japan.     Unwin,  London.     $1.80. 
Norton,  C.  E.,  translator.  The  Divine  Comedy.     Houghton,  Boston, 

1891.     4  vols.     $10.00. 
Norton,  C.  E.,  The  Heart  of  Oak  Books.     Heath,  Boston.     6  vols. 

$3.00. 
O'Donovan,  E.,  Story  of  the  Merv.     Funk  and  Wagnalls,  N.  Y.    $1.00. 
Oliphant,  M.,  Dante  (in  The  Makers  of  Florence).     Macmillan,  N.  Y., 

1891.  $3.00. 

Our  Children's  Songs.     Harper,  N.  Y.,  1878.     $1.50. 

Ovid's  Metamorphoses.     Translated  by  Riley.     H.  T.  Bohn,  London, 

1858.     $1.50. 
Packard,  A.  S.,  Jr.,  Zoology.     Holt,  N.  Y.     Briefer  Course.     $1.12. 
Parker,  J.  H.,  Mosaic  Pictures  (in  Archseology  of  Rome).     Murray, 

London,  1876. 
Parker,  J.  H.,  Archaeology  of  Rome.     Murray,  London.     12  vols. 
Parkman,  F.,  Discovery  of  the  Great  West.     Little,  Brown   &  Co., 

Boston,  1893.     $1.50. 
Pearson,  E.  C,  Gutenberg  and  the  Art  of  Printing.     Lothrop,  Boston, 

1879.  $1.25. 

Perrot,  G.,  and  Chipiez,  C,  Chaldea.    Armstrong,  N.  Y.    2  vols.  $15.00. 
Perrot,  G.,  and  Chipiez,  C,  The  Art  of  Persia.    Armstrong,  N.  Y., 

1892.  $14.50. 

Phillips,    W.,    The    Lost    Arts.       Lee    &    Shepard,    Boston,    1884. 

$0.25. 
Pliny's  Letters.    Edited  by  Church  &  Brodribb.    (Ancient  Classics  for 

English  Readers)  Lippincott,  Philadelphia,  1872.     $1.00. 
Plutarch's  Lives.     Edited  by  E.  Ginn.     Ginn,  Boston,  1886.     $0.60. 
Polo,  M.,  Travels.     Putnam,  N.  Y.,  1885.     $2.50. 
Poor,  L.  E.,  Sanscrit  and  its  Kindred  Literatures.     Roberts,  Boston, 

1880.  $2.00. 

Poulsson,  E.,  In  the   Child's   World.     Bradley,   Springfield,    Mass., 

1894.     $2.00. 
Poulton,   E.   B.,  The  Colors  of  Animals,  Their  Meaning  and  Uses. 

Appleton,  N.  Y.,  1890.     $1.75. 
Powell,   J.    W.,    Annual  Report  of  Ethnology.     Government  Print, 

Washington. 
Pratt,  M.  L.,  Northern  Europe.     Educational  Publishing  Co.,  Boston, 

1893.  $0.60. 


APPENDIX.  333 

Pratt,  M.  L.,  The  Fairyland  of  Flowers.     Educational  Publishing  Co., 

Boston,  1890.     $0.60. 
Pratt,  M.  L.,  Little  Flower  Folks.     Educational  Publishing  Co.,  Bos- 
ton, 1890.     10.50. 
Pratt,  M.  L.,  The  Storyland  of  Stars.     Educational  Publishing  Co., 

Boston,  1890.     $0.60. 
Prescott,    W.    H.,    Conquest  of   Mexico.     Phillips,  Sampson  &  Co., 

Boston,  1885.     3  vols.     $7.50. 
Prescott,  W.  H.,  Ferdinand  and  Isabella.     Lippincott,  Philadelphia, 

1869.     3  vols.     $3.00. 
Preston,  H.  W.,  and  Dodge,  L.,  Private  Life  of  the  Romans.     B.  H. 

Sanborn,  Boston.     $1.00. 
Pugin,  A.,  Gothic  Ornaments.     Bohn,  London,  1856.     $11.25. 
Pyle,  H.,  Men  of  Iron.     Harper,  N.  Y.,  1892.     $2.00. 
Racinet,  M.  A.,  Le  Costume  Historique.     Didot,  Paris,  1888. 
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Ragozin,  Z.  A.,  The  Story  of  Media,  Babylon,  and  Persia  (Stories  of 

the  Nations  Series).     Putnam,  N.  Y.,  1888.     $1.50. 
Ragozin,  Z.  A.,  The  Story  of  Chaldea.     Putnam,  N.  Y.,  1886.     $1.50. 
Ranke,  L.  von,  A  History  of  Englalid.     Macmillan,  London.     $15.00. 
Rawlinson,  G.,  The  Five  Great  Monarchies  of  the  Ancient  Eastern 

World.     Scribner,  N.  Y.     2d  edition,  1871.     3  vols.     $15.00. 
Rawlinson,  G.,  Five  Ancient  Monarchies.     Dodd,  Mead,  N.  Y.,  1876. 

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Rice,  E.  J.,  Course  of  Study  in  History  and  Literature.     Flanagan, 

Chicago,  1894.     $20.00. 
Riley,  J.  W.,  Rhymes  of  Childhood.   Bowen-Merrill  Co.,  Indianapolis, 

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Rogers,  J.  E.  T.,  The  Story  of  Holland.     Putnam,  N.  Y.     $1.50. 


334  ORGANIC  EDUCATION. 

Rossetti,  M.  F.,  A  Shadow  of  Dante.     Roberts,  Boston,  1886.     !$1.50. 
Ruskin,  J.,  Ethics  of  the  Dust.     Wiley  &  Son,  N.  Y.,  1866.     |1.25. 
Ruskin,  J.,  Seven  Lamps  of  Architecture.     Wiley  &  Son,  N.  Y.    f  1.00. 
Ruskin,  J.,  King  of  the  Golden  River.     Ginn,  Boston,  1886.     $0.30. 
Ruskin,  J.,  Stones  of  Venice.     Wiley  &  Son,  N.  Y.     3  vols.     $3.00. 
Rydberg,  V.,  Roman  Days.     Putnam,  N.  Y.,  1879.     $2.00. 
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Scartazzini,  G.  A.,  A  Companion  to  Dante.     Macmillan,  N.  Y.    $3.00. 
Schliemann,  H.,  Mycense  and  Tiryns.     Scribner,  N.  Y.,  1880.     $7.50. 
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Hardy  and  J.  S.  Mann.     Rivingtons,  London,  1880.     $4.50. 
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Schoolcraft,  H.  R.,  North  American  Indians.    Lippincott,  Philadel- 
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Schrader,    O.,    Antiquities   of    Prehistoric    Aryans.     Translated   by 

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Schwatka,  Children  of  the  Cold.     Cassell,  N.  Y.,  1888.     $1.25. 
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Scott,  W.,  Ivanhoe.     Ginn,  Boston,  1886.     $0.70. 
Scott,  W.,  Tales  of  Chivalry.     Harper,  N.  Y.,  1887.     $0.30. 
Scott,  W.,  Tales  of  a  Grandfather.     Ginn,  Boston,  1885.     $0.60. 
Scudder,  H.  E.,  Bodley  Books.     Houghton,  Boston.     $8.00. 
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Stevenson,  R.  L.,  A  Child's  Garden  of  Verse.  Scribner,  N.  Y.  $1.50. 
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Stuart,  J.,  and  Revett,  N.,  Antiquities  of  Athens.      Little,  Brov^n, 

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Tarr,  R.  S.,  Elementary  Physical  Geography.     School  Review,  Chi- 
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Thomas,  E.,  Poems.     Stokes,  N.  Y.,  1887.     $1.25. 


336  ORGANIC  EDUCATION. 

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Tissandier  and  Frith,  Marvels  of  Invention.      Ward,  Lock,  &  Co., 

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Tooke,  A.,  Pantheon:  The  Fabulous  History  of  the  Heathen  Gods. 

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Tracy,  F.,  Psychology  of  Ghildhood.     Heath,  Boston,  1893.     $0.90. 
Vincent,  F.,  Through  the  Tropics.     Harper,  N.  Y.,  1872.     $1.50. 
Viollet  Le  Due,   E.    E.,  The  Habitations  of    Man.     Translated  by 

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Virgil's  iEneid.    Translated  by  J.  Gonington.    Putnam,  N.  Y.     $2.00. 
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Welsh,  A.    H.,   Development  of  English  Literature  and   Language. 

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Archseology  of  Rome).     Stock,  London,  1884. 
Whittier,  J.  G.,  Ghild  Life  in  Poetry.     Houghton,  Boston.     $3.00. 
Whittier,  J.  G.,  Child  Life  in  Prose.      Houghton,  Boston.     $3.00. 
Wiethase,  H. ,  Der  Dom  zu  Koln.     Frankfort  on  the  Main,  1889. 
Wilkinson,  J.,  Egyptian  Manners  and  Customs.      Casino,    Boston, 

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Wilkinson,  W.  C,  College  Greek  Course  in  English.     Phillips  &  Hunt, 

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Wilkinson,  W.  C,  Preparatory  Latin   Course  in  English.      Phillips 

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Williams,  E.,  Vassar  Girls.     Estes,  Boston,  1892.     3  vols.     $4.50. 
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APPENDIX.  337 

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Witt,  J.  de,  et  al.,  The  Interest  of  Holland.     London,  1702. 
Woltman,  A.,  and  Woerman,  K.,  History  of  Painting.     Dodd,  Mead, 

N.  Y.,  1880.     i$7.50. 
Wright,  C.  D.,  The  Industrial  Evolution  of  the  United  States.     Chau- 
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Wright,  H.  C,  Children's  Stories  in  American  History.     Scribner, 

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Wright,  H.  C,  Children's  Stories  in  English  Literature.     Scribner, 

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Wright,  J.  M.,  Nature  Readers.     Nos.  1,  2,  3,  4:  Seaside  and  Way- 
side.    Heath,  Boston,  1888-1892.     Prices  in  order,  $0.25,  $0.35, 

$0.45,  $0.75. 
Yonge,  C.  M.,   Stories  of   Greek   History   for  Little   Ones.      Ward, 

London,  1876.     $1.50. 
Yonge,  C.  M.,  A  Dove  in  an  Eagle's  Nest.     Appleton,  N.  Y.     $1.00. 
Yonge,  C.  M.,  Cameos  from  English  History.     Macmillan,  N.  Y.,  1890. 

7  vols.     $1.25  each. 
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Yonge,  C.  M.,  Kings  of  England.     Mozley,  London,  1876.     $0.25. 
Yonge,   C.  M.,   Stories  of  French   History.      Ward,   London,    1874. 

$1.50. 
Yonge,  C.  M.,  German  History  for  the  Little  Ones.     Ward,  London, 

1877.     $1.50. 
Yonge,  C.  M.,  Roman  History  for  the  Little  Ones.     Ward,  London, 

1877.     SI. 50. 
Zimmern,  H.,  Firdusi  (from  Epic  of  Kings).     Macmillan,  London, 

1883. 


APPENDIX   B. 

FUNDAMENTAL   PRINCIPLES. 

"What  we  do  as  teachers  depends  upon  how  we  regard  the  child, 
what  we  know  of  his  nature,  and  —  if  we  believe  that  the  end  of  edu- 
cation is  self-realization  —  what  we  regard  as  his  destiny. 

The  child's  destiny  must  be  determined  by  his  latent  possibilities. 
We  can  know  these  as  we  can  know  the  possibilities  of  any  existence, 
only  by  knowing  his  nature,  and  the  child's  activity  is  the  only  means 
we  have  of  interpreting  the  latter.  In  studying  his  nature  it  is  only 
gradually  that  we  come  to  discover  laws  underlying  his  activity.  It  is 
true  that  what  the  child  does  shows  what  he  cares  for  (i.e.  his  inter- 
ests), and  we  have  not  far  to  seek  for  the  surface  interest  of  the  minia- 
ture soldier  band  whose  rhythmical  drum -taps  are  heard  down  the 
street,  nor  for  the  interest  of  the  little  girls  playing  "  house  "  in  the  cor- 
ner of  the  yard  ;  but  we  can  never  know  the  full  meaning  of  the  child's 
activities  till,  through  our  response,  we  bring  about  greater  freedom 
and  definiteness  in  them  by  supplying  the  conditions  for  their  com- 
plete development. 

By  finding  the  child's  interests,  acting  upon  his  initiative,  and  satis- 
fying his  desires,  we  find  the  child's  possibilities.  This,  then,  is  the 
fundamental  thing  in  education  —  to  find  the  child's  interests.  The 
child  himself  may  not  be  conscious  of  the  meaning  of  his  interests, 
and  usually  we  are  not  till,  by  some  happy  chance  or  long  observant 
study  of  individuals  and  of  the  activities  and  interests  of  the  race,  we 
find  the  clew.  Thus  the  meaningless  scribble  of  the  young  child,  when 
there  is  adequate  response,  grows  into  more  and  more  definite  repre- 
sentation by  drawing,  and  finally  attains  to  artistic  creation.  Work- 
ing at  first  blindly,  he  gradually  awakens  within  himself  the  power  to 
make  a  definite  line  mean  a  definite  thing,  and  finally,  through  artistic 
creation,  to  make  it  mean  a  universal  thing  perceived  and  enjoyed  by 
all.i 

1  Baldwin,  Mental  Development,  Chap.  V,  Tracery  Imitation.  Sully, 
Studies  of  Childhood,  Chap.  X,  The  Young  Draughtsman.  Lukens,  Peda- 
f/of/ical  Seminary,  October,  1896,  A  Study  of  Children's  Drawings.  Barnes, 
Studies  in  Education, 


APPENDIX.  339 

In  like  manner  the  first  efforts  at  locomotion  may  grow  into  the  grace- 
ful rhythmical  movements  of  the  dance,  the  babbling  of  the  infant  into 
the  most  eloquent  oratory.  Nature  gives  the  child  the  start,  but  the 
highest  results  can  be  attained  only  by  a  mediator  or  teacher  who 
knows  the  end  from  the  beginning.  At  first  nature  does  for  the  child 
what  we  as  teachers  would  like  to  do  later  —  holds  him  spellbound  to 
the  activity  helpful  to  him.  We  try  to  secure  unity  of  activity,  but  it 
is  not  till  we  learn  to  utilize  his  natural  powers  that  we  can  secure  the 
action  of  the  child  as  a  unit.  The  little  two-year-old  is  content  to 
repeat  an  action  by  the  hour  —  a  pathetic  appeal  for  a  response  which 
is  usually  met  by  spools  or  buttons.  What  a  barren  field  upon  which 
to  waste  so  much  vital  power  ! 

When  the  child  enters  school  or  kindergarten  at  five  years  of  age, 
the  dominant  interest  may  be  expressed  as  sense  hunger,  a  desire  to 
see,  hear,  touch,  smell,  and  taste.  Adequate  response  through  envi- 
ronment and  training  makes  life  a  delight  from  the  feast  that  is  con- 
stantly spread  before  him.  Lack  of  response  dims  his  vision  so  that 
he  fails  to  see  that  any  feast  is  there. i 

We  have  to  deal  with  a  developing  organism.  As  the  child  grows, 
the  vital  principle,  the  tendency  to  self-expression,  manifests  itself 
through  spontaneous  activity  of  different  kinds  depending  upon  the 
development  of  different  parts  of  the  organism  at  different  periods. 
The  maturing  of  the  various  parts  of  the  body  brings  about  the  activi- 
ties which  are  necessary  for  complete  development.  The  effort  of  the 
organism  to  develop  in  the  way  indicated  is  manifested  by  certain 
desires  or  interests  shown  by  particular  modes  of  instinctive  or  func- 
tional activity.  2 

The  progressive  order  of  instinctive  activities  determines  the  pro- 
gressive order  of  interests.  Whether  the  organism  develops  properly 
or  not,  depends  upon  whether  the  response  or  nourishment  furnished 
is  appropriate  to  the  particular  need  of  the  hour.  Thus,  when  the 
senses  are  developing,  the  craving  for  exercise  of  them  (the  desire  to 
see,  hear,  touch  everything)  shows  the  particular  part  of  the  organism 
that  is  growing,  and  indicates  that  exercise,  response,  and  nourishment 

1  Halleck,  Education  of  the  Central  Nei-voiis  System,  Chap.  VII.  Froe- 
bel,  Causes  and  Consequences. 

2  Baldwin,  Story  of  thp  Mind,  Chap.  III.  James,  Psychology,  Instincts. 
Oppenheim,  The  Development  of  the  Child,  Facts  in  Comparative  Develop- 
ment. Donaldson,  Growth  of  the  Brain;  The  Education  of  the  Nervous 
System. 


340  ORGANIC  EDUCATION. 

are  demanded  for  complete  development.  It  is  evident  that  the  satis- 
faction of  the  child's  craving  means  development;  starving  means 
stunted  growth. 

These  interests  are  not  permanent,  but  rise,  culminate,  and  decline. 
It  is  evident,  then,  that  the  only  way  to  secure  complete,  symmetrical 
development,  is  to  satisfy  the  interests  as  they  appear.  As  it  would  be 
of  no  use  to  try  to  feed  the  pupa  in  the  cocoon  with  the  leaves  it 
should  have  had  as  a  caterpillar,  so  the  highest  powers  of  the  child  to 
observe  (use  his  senses)  cannot  be  developed  after  the  plastic,  develop- 
ing period  is  past.  The  highest  development,  however,  does  not  mean 
exclusive  development  in  one  direction,  the  crystallization  of  activity 
by  habit,  for  that  would  mean  arrest  of  development.!  Thus  too  em- 
phatic observation  of  color  would  lead  to  the  exclusion  of  observation, 
of  form,  or  of  the  object  as  a  whole.  Over  development  or  lack  of 
nourishment  might  obscure  the  general  application  of  the  law  of  order. 

Properly  developed,  such  instinctive  activity  as  has  been  indicated 
above  furnishes  the  necessary  basis  for  further  development  and  grows 
naturally  into  it.  The  sense  hunger  just  described  grows  into  a  desire 
to  possess,  which  gives  greater  definiteness  of  impression  and  brings 
about  more  complete  adaptation  of  the  organism. 2  The  physical  de- 
velopment, through  action  of  the  organism  upon  environment,  brings 
about  certain  reactions  in  the  way  of  ideas,  till  finally  there  results 
self-consciousness  of  the  meaning  of  the  instinctive  activity .3 

Thus  the  child  gradually  constructs  his  world.  It  is  an  inner  world, 
at  first  vague,  undifferentiated,  then  gradually  merging  from  the  mists 
into  definiteness.  How  closely  it  corresponds  to  the  outer  world  we 
cannot  discover  as  easily  as  we  should  like,  since  at  first  the  impres- 
sions constituting  the  inner  life  are  inadequately  expressed.  Some 
shock  of  discovery,  as  in  the  case  of  the  child  who  made  dots  for  "  the 
loved  spots  which  my  infancy  knew,"*  discloses  the  lack  which  our 
wider  experience  has  filled  out.  Much  of  our  quibbling  over  courses 
of  study  is  the  result  of  a  blind  effort  to  make  the  child  construct  men- 
tally his  whole  environment.     So-called  instruction  on  our  part  may 


1  James,  Pstjchology,  Instinct  (inhibition  of  instinct  by  habit).    Bald- 
win, Story  of  the  Mind,  Chap.  IV,  p.  77. 

2  Oppeuheim,  The  Development  of  the  Child,  Facts  in  Comparative  De- 
velopment, p.  61. 

3  James,  Psychology,  Instincts,  p.  390.      Lloyd,  Psychological  Review, 
Stages  of  Knowledge,  pp.  167-177.    Dewey,  Educational  Creed. 

4  A  Study  of  Children's  Drawings. 


APPENDIX.  341 

mean  very  little  to  the  child.  He  takes  only  what  his  craving  de- 
mands. If  we  meet  his  interests,  well  and  good  ;  if  not,  the  time 
spent  is  wasted,  both  for  him  and  for  us. 

All  ideas  serve  as  a  basis  for  new  ideas  and  give  them  color,  "the 
impulse  to  self-expression  differentiating  and  organizing  them."  The 
thought  environment  into  which  the  new  idea  is  introduced,  finding 
its  identity  or  relations  and  differences,  makes  a  new  whole  of  experi- 
ence from  which  further  action  proceeds.  This  new  whole,  when 
organic,  projects  a  new  self  as  a  possibility,  which  acts  as  a  moving 
cause  to  the  realization  of  the  projected  self,  the  strength  of  the  im- 
pulse to  action  being  determined  by  the  clearness  of  the  projected 
image.  The  clearness  of  the  image  and  consequently  effective  action 
come  from  increased  nutrition  ;  and  this  last  is  secured  through  exer- 
cise. 

Without  organization  the  impulse  to  action  is  weak,  the  lack  of  a 
projected  image,  or  indistinctness  of  image,  acting  as  a  negative  force, 
or  inducing  a  passive  condition  that  hinders  self-activity  and  develop- 
ment. Lack  of  response  or  of  nourishment  brings  about  a  passive 
condition  and  checks  self-expression.  The  clogging  of  activity  brings 
suffering  —  a  too  intense  strain  to  organize  new  with  old.  The  indi- 
vidual attempts  to  translate  his  environment  to  himself  in  organic  rela- 
tion to  himself.  He  cannot  adjust  or  organize  when  links  are  broken 
and  gaps  prevail. 

For  the  construction  of  an  inner  organic  world,  one  which  will  enable 
him  to  live  in  organic  relations  with  the  outer  world,  the  child's  domi- 
nant interests  must  be  noted,  and  as  they  appear  they  must  be  satis- 
fied.! Further,  they  must  not  only  be  satisfied  but  also  organized,  and 
this  means  a  wide  experience  of  his  environment,  wide  enough  to 
determine  their  most  fundamental  relations.  To  be  sure,  life  to  the 
child  is  a  unit ;  he  does  not  classify  his  experiences  according  to 
fundamental  relations ;  but  it  is  necessary  that  one  who  would  help 
him  to  make  organic  adjustments  to  life  should  look  down  upon  his 
childish  experiences  from  the  height  of  a  larger  contact  with  life, 
should  see  what  fundamental  relations  are  involved,  what  he  must  be 
made  aware  of  according  to  his  capacity  to  understand,  and  then  aid 
him  to  generalize  for  himself  these  fundamental  relations. 

The  extent  to  which  a  child  will  adjust  himself  in  an  organic  way  to 
his  environment  will  depend  upon  how  the  environment  is  mediated 
through  the  interpreter  or  teacher,  who  understands  the  cravings  of 

1  Dewey,  Educational  Creed,  Interest,  p.  226. 


342  ORGANIC  EDUCATION. 

the  child,  the  response  the  environment  can  furnish,  and  the  proper 
method  of  bringing  the  two  together  to  the  greatest  advantage  of  the 
child.  When  the  child  says  "Why  ?  "  and  "  What  f  or  ?  "  the  media- 
tor must  see  back  of  the  question  the  direction  of  the  child's  interest. 
He  must  see  what  part  of  the  child's  environment  furnishes  the  answer, 
and  how  this  must  be  simplified  if  it  is  to  be  interpreted  rightly.  This 
means  that  the  ever  widening  interests  of  the  child  must  be  satisfied 
by  the  course  of  study,  and  that  the  child's  complete  comprehension 
and  organization  of  the  material  included  in  this  course  of  study  must 
be  secured  through  an  adequate  method  of  teaching. 

One  who  works  with  children  soon  finds  that  he  can  work  success- 
fully only  by  learning  to  use  the  methods  and  devices  which  make 
things  intelligible  to  the  child  mind.  But  these  may  not  be  learned 
once  for  all ;  the  way  of  approaching  the  five-year-old  is  not  neces- 
sarily the  way  to  approach  the  child  of  twelve.  We  gradually  come 
to  the  generalization  that  with  children  we  must  do  as  the  children  do 
when  they  follow  their  own  method  of  gaining  ideas.  Experience  has 
shown  that  the  side  usually  neglected  is  the  motor  side.  We  can  learn 
what  a  child  thinks  only  by  what  he  does.  We  can  know  when  our 
work  has  been  effective  only  by  the  way  in  which  the  child  expresses 
himself  upon  the  subject  we  have  been  teaching.  It  follows  that  if  we 
can  know  what  a  child  thinks  only  by  what  he  does,  we  must  find  dif- 
ferent and  appropriate  modes  of  expression  for  different  kinds  of  ideas. 
In  portraying  the  structure  of  North  America,  for  instance,  expression 
in  language  would  be  a  long  process  and  a  great  waste  of  time  com- 
pared with  a  chalk-modelled  map.  To  describe  the  shades  and  tints 
of  a  robin  or  the  coloring  of  some  Egyptian  ornament  would  be  futile 
were  a  good  picture  at  hand.  Making,  telling,  modelling,  painting, 
drawing,  writing,  gesturing,  acting,  and  other  forms  of  expression  are 
each  serviceable  at  times  according  to  the  idea  to  be  expressed.  And 
if  these  forms  of  expression  are  useful  in  conveying  ideas  to  others, 
they  are  of  even  greater  value  to  the  one  who  uses  them  in  making 
what  he  thinks  clear  to  himself. 

Since  the  child  cannot  comprehend  the  ethical  standard  of  the  adult, 
but  is  dependent  upon  his  stage  of  insight,  since  attention  to  motor 
images  necessarily  causes  action  in  accordance  with  those  images,  and 
since  the  drawing  power  to  action  becomes  greater  as  the  motor  image 
grows  clear  and  more  definite,  it  follows  that  the  final  test  of  the  value 
of  the  teacher's  work  will  be  found  in  what  may  be  called  expres- 
sion. And  this  on  the  moral  side  includes  the  child's  attitude  toward 
his  environment,  his  harmony  with  nature  and  institutional  life,  his 


APPENDIX.  343 

cooperation,  and,  above  all,  his  self-direction,  which,  acting  in  organic 
relations  from  an  impulse  that  is  within  and  not  because  of  com- 
pulsion from  without,  shapes  his  conduct  in  accordance  with  right 
principles. 


APPENDIX    C. 

THE   SEQUENCE-METHOD   IN  ITS  BROADER  APPLICA- 
TION. 

There  are  certain  principles  which  determine  the  method  of  using 
any  course  of  study.  These  principles  are  none  other  than  those  which 
form  the  basis  for  the  sequence-method.  Taking  any  course  of  study 
and  applying  to  it  the  principles  of  the  sequence-method,  we  may  so 
systematize  the  work  as  to  secure  the  highest  degree  of  organization 
of  the  child's  interests,  and  secure  it  in  the  most  economic  way. 

Applying  the  principle  of  unity,  we  shall  be  led  to  conclude  that 
from  first  to  last  the  sole  purpose  of  any  course  of  study  is  to  further 
self-realization  in  the  child,  to  help  him  to  find  his  highest  possibili- 
ties, and  so  to  develop  those  possibilities  that  they  will  be  brought  to 
realization  or  use.  Completeness  demands  that  the  whole  child,  the 
organism,  which  in  itself  cannot  be  divided,  but  which  for  convenience 
we  may  regard  from  different  standpoints  as  having  a  physical,  an 
intellectual,  a  moral,  an  sesthetic,  and  a  religious  nature,  be  developed 
to  the  utmost.  Dormant  faculties  must  be  brought  to  light  and  put  to 
effective  use.  The  child  must  be  brought  into  contact  with  his  whole 
environment,  natural,  institutional,  and  idealistic,  and  the  best  means 
be  used  to  secure  expression  as  well  as  impression.  It  may  be  re- 
marked in  this  connection  that  the  three  R's  will  hardly  suffice  from 
the  standpoint  of  completeness,  since  in  themselves  they  are  only  a 
means  to  an  end  and  depend  upon  their  content  for  their  vitality. 

The  use  of  the  principle  of  selection  requires  that  such  units  of  ma- 
terial be  selected  as  will  most  clearly  and  economically  disclose  to  the 
child  his  own  possibilities  and  his  organic  relations.  Since  our  whole 
inheritance  of  civilization  or  race  experience  cannot  be  used,  this  prin- 
ciple demands  that  the  field  be  covered  in  great  strides,  pause  being 
made  only  at  places  where  the  experiences  of  the  race  have  been  so 
vital  that  landmarks  have  been  left  to  tell  of  its  achievements.  Such 
stopping-places  will  include  the  social  institutions  that  have  crystal- 


344  ORGANIC  EDUCATION. 

lized  into  permanency,  such  as  the  family  and  the  school,  social  life, 
industrial  life,  the  State,  and  the  Church.  They  will  also  include  the 
achievements  of  science,  as  ministering  to  man's  physical  and  spiritual 
needs,  and  the  successive  ideals  of  the  race  embodied  in  the  arts. 

Following  the  principle  of  proportion,  it  would  be  necessary  so  to 
relate  essentials  that  the  organic  signiiicance  would  be  disclosed. 
While  nothing  is  really  isolated,  anything  may  appear  so  till  we  see 
its  relations.  These  we  may  see  in  increasing  defiuiteness  as  we  pass 
from  the  ideal  or  potential  to  the  real,  comparing  it  for  greater  clear- 
ness, and  applying  to  it  the  standards  which,  through  the  use  of  num- 
ber and  form,  give  us  definiteness. 

Finally,  progressive  order  would  show  to  the  teacher  when  to  use 
the  material.  This  does  not  mean  observing  nothing  but  the  logical 
unfolding  of  a  subject  or  a  systematic  presentation  of  topics.  The 
order  is  determined  by  the  child,  through  what  we  can  discover  of  the 
order  of  his  development,  as,  for  example,  by  learning  what  to  him  is 
near  or  remote,  how  he  acquires  new  experience,  etc.  This  principle 
should  also  determine  the  order  of  work  for  the  day,  by  taking  into 
account  the  periods  of  highest  vitality  and  those  of  fatigue. 


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